Exploring Counting Processes in Early Childhood: A Study on Counting All and Counting on Strategies

Author


Anton Prayitno(1Mail),
Mathematics Education, Universitas Wisnuwardhana Malang, Indonesia(1)

Mail Corresponding Author

 PDF Full Text   [File Size: 402KB]

Published : 2023-12-18

Article can trace at:


Article Metrics

Abstract Views: 212 times PDF Downloaded: 124 times

Abstract


This study aimed to describe the counting processes of counting all and counting in early childhood specifically ages 5-6. To achieve this goal, a qualitative method was employed, and the instrument used consisted of three-word problems read by the examiner. These problems were related to counting all, counting all and counting on, and counting on strategies. The study subjects were six 5-6-year-old students from a kindergarten in Malang. The data collection process began with several students being asked to provide answers and reasons regarding the given instrument. Students who provided appropriate reasons were selected as study subjects. The various results obtained included, students using different strategies, such as counting all, counting on, and a combination of counting all and counting on to solve problems. In counting all, subjects counted the quantity of the first number and proceeded with the second. However, this strategy posed difficulties for students when answering addition problems above 10, leading to the use of toes as an additional counting tool. In counting, students remembered the quantity of the first number and continued counting while extending their fingers according to the quantity of the second number. Furthermore, subjects used both strategies in close succession by transitioning from counting all to counting on when solving addition problems of numbers above 5


Keywords


counting all, counting on, transition from counting all to counting on.

References


Aunio, P., Heiskari, P., Van Luit, J. E., & Vuorio, J. M. (2014). The development of early numeracy skills in kindergarten in low-, average- and high-performance groups. Journal of Early Childhood Research, 13(1), 3–16. https://doi.org/10.1177/1476718X14538722

Barrocas, R., Roesch, S., Gawrilow, C., & Moeller, K. (2020). Putting a Finger on Numerical Development – Reviewing the Contributions of Kindergarten Finger Gnosis and Fine Motor Skills to Numerical Abilities. Frontiers in Psychology, 11, 1012. https://doi.org/10.3389/fpsyg.2020.01012/bibtex

Canobi, K. H., Reeve, R. A., & Pattison, P. E. (1998). The Role of Conceptual Understanding in Children’s Addition Problem Solving. Developmental Psychology, 34(5), 882–891. https://doi.org/10.1037/0012-1649.34.5.882

Carpenter, T. P., & Moser, J. M. (1984). The Acquisition of Addition and Subtraction Concepts in Grades One through Three. Journal for Research in Mathematics Education, 15(3), 179. https://doi.org/10.2307/748348

Cheah, B. L., & Ong, S. L. (2006). Perbandingan Kebolehan Menyelesaikan Masalah Matematik Antara Murid Yang Belajar Abakusaritmetik Mental Dengan Murid Yang Tidak Belajar Abakus-Aritmetik Mental. Jurnal Pendidik Dan Pendidikan, 21, 85–100. Cheah (85-100).pdfhttp://apjee.usm.my/APJEE_21_2006/6

Chesney, M. (2013). Mental Computation Strategies for Addition: There’s More than One Way to Skin a Cat. Australian Primary Mathematics Classroom, 18(1), 36–40. https://doi.org/10.3316/informit.395748232567786

Chu, J., Cheung, P., Schneider, R. M., Sullivan, J., & Barner, D. (2020). Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite? Cognitive Science, 44(8), e12875. https://doi.org/10.1111/cogs.12875

Creswell, J. W. (2009). Research Design Qualitative, Quantitative, and Mixed Approaches (3rd ed). SAGE.

de Chambrier, A. F., Thevenot, C., Barrouillet, P., & Zesiger, P. (2018). Frequency of finger looking during finger counting is related to children’s working memory capacities. Journal of Cognitive Psychology, 30(5–6), 503–510. https://doi.org/10.1080/20445911.2018.1502190

Delfia, E., & Mayar, F. (2019). Penanaman Konsep Berhitung Anak melalui Permainan Pencocokkan Kepingan Buah. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 338–350. https://doi.org/10.31004/obsesi.v4i1.350

El-Nakhel, Giordano, Pannico, Carillo, Fusco, Pascale, & Rouphael. (2019). Cultivar-Specific Performance and Qualitative Descriptors for Butterhead Salanova Lettuce Produced in Closed Soilless Cultivation as a Candidate Salad Crop for Human Life Support in Space. Life, 9(3), 61. https://doi.org/10.3390/life9030061

Hjetland, H. N., Brinchmann, E. I., Scherer, R., Hulme, C., & Melby-Lervåg, M. (2020). Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100323

Jacobs, C., Flowers, M., & Jara-Ettinger, J. (2021). Children’s understanding of the abstract logic of counting. Cognition, 214, 104790. https://doi.org/10.1016/j.cognition.2021.104790

Johansson, B. S. (2005). Number-word sequence skill and arithmetic performance. Scandinavian Journal of Psychology, 46(2), 157–167. https://doi.org/10.1111/j.1467-9450.2005.00445.x

Lannin, J. K., Webb, M., Chval, K., Arbaugh, F., Hicks, S., Taylor, C., & Bruton, R. (2013). The development of beginning mathematics teacher pedagogical content knowledge. Journal of Mathematics Teacher Education, 16(6), 403–426. https://doi.org/10.1007/s10857-013-9244-5

Maclellan, E. (2007). Counting all, counting on, counting up, counting down. International Journal of Primary, Elementary and Early Years Education, 23(3), 17–21. https://doi.org/10.1080/03004279585200261

Moeller, K., Martignon, L., Wessolowski, S., Engel, J., & Nuerk, H. C. (2011). Effects of finger counting on numerical development the opposing views of neurocognition and mathematics education. Frontiers in Psychology, 2(NOV), 328. https://doi.org/10.3389/fpsyg.2011.00328/bibtex

Napoli, A. R. (2021). Characteristics Related to Parent-Child Literacy and Numeracy Practices in Preschool. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.535832

Orrantia, J., Muñez, D., Sanchez, R., & Matilla, L. (2022). Supporting the understanding of cardinal number knowledge in preschoolers: Evidence from instructional practices based on finger patterns. Early Childhood Research Quarterly, 61, 81–89. https://doi.org/10.1016/j.ecresq.2022.05.009

Poletti, C., Krenger, M., Dupont-Boime, J., & Thevenot, C. (2022). The Evolution of Finger Counting between Kindergarten and Grade 2. Children, 9(2). https://doi.org/10.3390/children9020132

Prayitno, A., Setyowati, V. L., Damayanti, N. W., Khasanah, F., Mayangsari, S. N., Mahardika, L. T., Yuniarto, E., Octavianti, C. T., Wulandari, Y. O., & Pertiwi, R. I. (2018). Performance of Understanding Students’ Construction in the Naming Fraction of the Three Representation. Journal of Physics: Conference Series, 1114(1). https://doi.org/10.1088/1742-6596/1114/1/012022

Raghubar, K. P., & Barnes, M. A. (2017). Early numeracy skills in preschool-aged children: a review of neurocognitive findings and implications for assessment and intervention. The Clinical Neuropsychologist, 31(2), 329–351. https://doi.org/10.1080/13854046.2016.1259387

Ramful, A., & Narod, F. B. (2014). Proportional reasoning in the learning of chemistry: Levels of complexity. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-013-0110-7

Secada, W. G., Fuson, K. C., & Hall, J. W. (1983). The Transition from Counting-All to Counting-on in Addition. Journal for Research in Mathematics Education, 14(1), 47. https://doi.org/10.2307/748796

Snow, C. E., & Van Hemel, S. B. (2008). Early Childhood Assessment: Why, What, and How. Early Childhood Assessment: Why, What, and How, 1–484. https://doi.org/10.17226/12446

Steffe, L. P. (2001). A new hypothesis concerning children’s fractional knowledge. Journal of Mathematical Behavior, 20(3), 267–307. https://doi.org/10.1016/S0732-3123(02)00075-5

Thevenot, C., Barrouillet, P., Castel, C., & Uittenhove, K. (2016). Ten-year-old children strategies in mental addition: A counting model account. Cognition, 146, 48–57. https://doi.org/10.1016/j.cognition.2015.09.003

Vanbinst, K., Van Bergen, E., Ghesquière, P., & De Smedt, B. (2020). Cross-domain associations of key cognitive correlates of early reading and early arithmetic in 5-year-olds. Early Childhood Research Quarterly, 51, 144–152. https://doi.org/10.1016/j.ecresq.2019.10.009


Refbacks

  • There are currently no refbacks.