Early Understanding of Cardinal Number Value: Semiotic, Social, and Pragmatic Dimensions in a Case Study with a Child from 2 to 3Years Old.

Abstract

Studies on cardinality date back many years, and it remains a current research issue today. Indeed, despite the many findings on the topic, there is still controversy surrounding when and how children understand cardinality. The main studies on this understanding employs the "how many" question in situations involving the quantification of objects, analyzing the relationship between counting and cardinality. In the present study, we argue that it is essential to consider how cardinality is used in the context in which it arises, including the in- depth consideration of semiotic, social, and pragmatic dimensions, in order to fully comprehend the topic. We analyze in microgenesis the interaction between a two-year-old girl and her mother when they are playing a game requiring the understanding and use of cardinality through five sessions conducted over the course of a year. Our findings suggest that, in the proposed situation, cardinal understanding develops slowly and gradually requires an integrated body of resources (such as gestures and the use of objects). In highlighting the role of semiotics and social interactions in the development of cardinal understanding, this research underscores the fundamental role that early education should play in its development.