Tag Archives: Counting and Cardinality

Supporting the Development of Counting

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The following post is adapted from the newest book in the Cognitively Guided Instruction family: Young Children's Mathematics: Cognitively Guided Instruction in Early Childhood Education.


Supporting the Development of Counting

By Thomas Carpenter, Megan Franke, Nicholas Johnson, Angela Chan Turrou, and Anita Wager

When thinking about how children’s counting develops, there are four big ideas to keep in mind:

  • Details matter when we look for what students know about counting.
  • Students can have more counting understanding than we see in a given moment.
  • Counting principles do not emerge in a set sequence.
  • Counting principles emerge concurrently

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