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- W3052354602 abstract "In The Child's Conception of Number. Piaget and Szeminska (1952) describe various levels of young children's performances on seriation of linear objects. According to Piaget and Szeminska, operational seriation-referred to as Stage Ill behavior-is crucial and necessary in the development of a concept of number, number being defined as “a synthesis of class and asymmetrical relations” (p. 184). It is further stated, “Our hypothesis is that the construction of number goes hand in hand with the development of logic, and that a pre-numerical period corresponds to the pre-logical level… logical and arithmetical operations therefore constitute a single system… the second resulting from generalization and fusion of the first, under the complementary headings of inclusions of classes and seriation of relations, quality being disregarded” (p. vi ii). An a nalysis of Stage III seriation behavior reveals that the subject possesses a logical, systematic procedure using asymmetrical transitive relations (e.g., “longer than,” “shorter than”) that allows him to impose a correct ordering on a set of sticks, strings, or other linear objects. Piaget and Szeminska argue that asymmetrical transitive relations are also involved in the ordinal aspect of number. For example, in the act of counting a set of objects, the child determines a “first” object, “second” object, and so on, basing the enumeration on the relation “comes before” or “precedes.” Once counted, the objects in the set are ordered analogous to the set of sticks. Thus, the ability to form ordered series becomes important for both logical and numerical activities." @default.
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- W3052354602 date "1977-03-01" @default.
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- W3052354602 title "Brief Reports: The Effects of Instruction on length Relations on the Qualitative Seriation Behavior of First– and Second-Grade Children" @default.
- W3052354602 doi "https://doi.org/10.5951/jresematheduc.8.2.0145" @default.
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