Cardinality Development and Counting

Abstract

Cardinality means that the last number word used in counting refers to the entire set of items and is thought to be crucial to correct counting. This research focuses on the cardinality acquisition and on the relation between cardinality and counting. Three groups of 24 children (3 years, 5 months to 5 years, O months) each received 4 kinds of tasks. First, they counted forward; then were shown sets that were counted for them backward sequentially, jumping forward in the sequence, or forward and backward; and asked to say how many items were in the set. Empirical evidence is gathered regarding the 6 understanding levels of cardinality proposed by V. Bermejo and M. O. Lago ( 1990). Likewise, these data provide no empirical support for considering counting as a single prerequisite to cardi­nality. Finally, a new approach to the relation between counting and cardinality is suggested.