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Sprenger, Priska

Fakultät für Natur- und Sozialwissenschaften - Institut für Mathematik

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Fakultät für Natur- und Sozialwissenschaften • Institut für Mathematik
Projekt-ID:77
Dissertation
abgeschlossen

Eine Empirische Studie über Prozesse bei der Mengenwahrnehmung und Anzahlbestimmung bei Kindern im Elementarbereich
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Publikationen

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Perceiving and Using Structures When Determining the Cardinality of Sets: A Child’s Learning Story

Sprenger, P. & Benz, C. (2020). Perceiving and Using Structures When Determining the Cardinality of Sets: A Child’s Learning Story. In: Mathematics Education in the Early Years (S. 213-227) (1. Auflage). New Yo: Springer.

  • ISBN978-3-030-34776-5
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Children’s perception of structures when determining cardinality of sets — Results of an eye-tracking study with 5-year-old children.

Sprenger, P. & Benz, C. (2020). Children’s perception of structures when determining cardinality of sets — Results of an eye-tracking study with 5-year-old children. ZDM - Zentralblatt für Didaktik der Mathematik, 52, 753-765.

Abstract
The ability to perceive structures in sets and to use them to determine cardinality is one important basis for arithmetical learning. This study is based on a theoretical model that distinguishes between the two processes of perception and determination. A total of 95 5-year-old children were interviewed individually to find out whether and how children of this age perceive structures in a visually presented set and whether and how they use these structures to determine the cardinality of the set. To gain insights into the invisible process of perception, eye-tracking was used. Known structures, such as the pattern of a dice-four, seem to play a role in these processes. With the help of an analyzing process consisting of three different types of data, final interpretations were generated that suggest that 5-year-old children can already perceive structures and use them to determine cardinalities. There also seem to be children who are already aware of a structure, but cannot use it to determine the cardinality. This leads to the conclusion that perception and use of structures are possible elements for early mathematical education at this age.
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Mathematical pedagogical content knowledge of early childhood teachers – A standard-ized situation-related measurement approach

Gasteiger, H., Bruns, J., Benz, C., Brunner, E. & Sprenger, P. (2020). Mathematical pedagogical content knowledge of early childhood teachers – A standard-ized situation-related measurement approach. ZDM - Zentralblatt für Didaktik der Mathematik, 2020, 193-205.

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