A KINDERGARTEN UNIT: CARDINALITY

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Jessica Rinker (Creator)
Institution
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/
Advisor
Chrystal Ollis Dean

Abstract: This paper addresses the learning trajectory used in developing students’ sense ofcardinality and how this trajectory aids teachers in advancing students through theirdevelopmental progression of number sense. This paper also delineates the crucial aspect ofsubitizing in addition to one-to-one correspondence as viable methods for determiningcardinality. An argument is made for the inclusion of subitizing into the learning trajectoryand the Common Core State Standards. The use of manipulatives in teaching cardinality andmisconceptions are also examined. The instructional framework known as Problem-BasedLearning is discussed, and it is used in creating three cardinality lessons that correspond withthe learning trajectory for cardinality and the Common Core State Standards.

Additional Information

Publication
Honors Project
Rinker, J. (2015). "A KINDERGARTEN UNIT: CARDINALITY." Unpublished Honors Thesis. Appalachian State University, Boone, NC.
Language: English
Date: 2016

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