Representing quantity beyond whole numbers: some, none, and part.

Abstract

Previous research has demonstrated how children develop the ability to use notational representations to indicate simple quantities. These studies have shown a developmental shift from the use of idiosyncratic, to analogical, to conventional, numerical notations. The present paper extends these findings by reporting the results from a study in which children from 3 to 7 years old were asked to write a representation to indicate a quantity presented in a game-like scenario. Three kinds of quantities were included: whole numbers, zeros, and fractions. The children's notations were shown to them shortly after they were produced and then again two weeks later to see if children could interpret them. The results showed the familiar developmental pattern towards increased use of conventional notations for all quantities. The ability to read the notations was greatest for conventional numbers where performance was at ceiling, lower for analogue representations, and very poor for idiosyncratic global recordings. Children's choice of a notational format was influenced almost entirely by their age and not by the quantity being represented. Children were able to solve the zero problems almost as well as they could the whole numbers, but their understanding and use of representations for fractions was very limited.