How do children progress from counting to addition?I understand that an grasp of counting is achieved before an understanding of cardinality (size of a set of objects). Thus, there does seem to be some division between procedural understanding and conceptual understanding of counting. However, how does this carry on to addition? Is addition also typically learned procedurally rather than conceptually?
Children's progression from counting to addition
cognitive psychology;reference request;developmental psychology
The work of Siegler in The Perils of Averaging Data Over Strategies: An Example from Children's Addition, examines 5 different strategies associated with addition:Retrieval Where the answer was retrieved from memory Min Where the smallest addend was used for counting from the starting point of the largest addendDecomposition Where the complicated problem was reduced into simpler known problemsCount All Where both the addends were countedGuess Where the answer was guessedIn the table below, which I've copied from the paper, you can see the progression of strategies from grade to grade.There does seem to be a progression towards retrieval, decomposition and min-count, away from count-all and guessing. However, it is not a completely straight-forward progression.