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TMR and EMR Children's Ability to Learn Counting Skills and Principles.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Baroody, Arthur J. Ginsburg, Herbert P. |
| Copyright Year | 1984 |
| Abstract | The study examined the effectiveness of a tutoring program on counting and number skills for trainable mentally retarded (TMR) and educable mentally retarded (EMR) students (5-14 years old). Experimental Ss received individualized instruction based on counting games while control Ss received instruction on objectives not related to counting. Analysis is presented of preand posttests on oral counting, counting transfer, counting by 10, enumeration and production of objects, enumeration transfer, voduction transfer, cardinality rule, subitizing, finger presentation of 1 to 10, order-irrelevance principle, and equivalence. Pretesting data suggested that basic counting skills cannot be taken for granted in retarded populations. The training was reasonably successful in extending Ss' oral counting sequence, suggesting that short-term intensive individual tutoring that focuses on count patterns is useful, perhaps especially with TMR pupils. Training was not generally successful in producing transfer. Findings suggested that if the S's cooperation can be obtained, oral counting training can be effective with mentally retarded children with relatively low mental ages. (CL) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** us. asournion. IDUCATION NATIONAL 1100111$11 Of EDUCAIION EDUCATIONAL RISOURCES INFORMATION CENTER (ERIC) /I 1 document has ban illprcduCed ars received horn tto pawn or orrenuetron ornilensune Minor changer have been made to ',wows ',production ought, . _ Foots of raw or °pawns 'Pawl in the 'taco moot do not riscaseanft isPituent othcol NtF position co poky TAM and EAR Children's Ability to Learn Counting Skills and Principles Arthur d. Baroody and Herbert P. Ginsburg Graduate School of Education and Human Development University of Rochester Rochester, N.Y. 14627 We wish to thank the administrators, teachers, and children of BOCES I and BOCES II (Monroe County, NY), whose cooperation made this study possible. This research was supported by NICHD (NTH) Grant HD1675?-0L Paper presented at th^ annual meeting of the American Educational Research Association, New Orleans, April 1984. 2 "PERMISSION TO REPRODUCE THIS MA VOA!. HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).TMR and EMR Children's Ability to Learn Counting Skills and Principles . PL 94-142 proposes that every mentally handicapped child has the right to an appropriate education. However, it is as yet unclear what constitutes an appropriate mathematics education for trainable and educable mentally retarded (TMP and EMR) children. In recent years, cognitive psychologists have made significant strides in our understanding of the mathematical development of normal IQ children. This study used a cognitive approach to examine the learning of basic counting and number skills cr principle by TMR and EMR children to better define how these populations should be trained. Many authorities (e.g., Hirstmen & Burton, 1979; Dunn, 1963) have argued that EMR pupils and TMR children, especially, are not capable of meaningful mathematical learning. On the other hand, recent research (e.g., Baroody & Snyder, 1983; Gelman, 1982; Spred lin, Cotter, Stevens & Friedman, 1974) has demonstrated that such children are capable of rule-governed as well as rote counting (i.e., oral counting beyond the first 12 to 20 rotely learned terms), enumerating objects (me of a one-one principle), the cardinality rule (the last count word uttered when enumerating a set represents the number of items in the set), the order-irrelevance principle (the order in which elements of a set are enumerated does not affect the cardinal designation of the set), and choosing the larger of N and N + 1 pairs (N + 1 N rule). Moreover, Gelman (1982) found that her subjects with mental ages (MA) greater than (but not less than) 4 In years (implicitly) appreciated the stable-order principle (count words must be used in the same order for every count) as well as the one-one principle (one and only one count tag can be assigned to each item in a set), and the cardinality rule. This research attempted to extend previous efforts by directly examining the learning (including the transfer and retention) of basic counting skills. It also addressed such |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED249681.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
