Zenbakizko pentsamenduaren sorrera psikologia paradigma ezberdinetatik

Abstract

The process that children develop passing from merely pronouncing number words to showing real comprehension of the concept of number is a question which has attracted interest from psychologists and pedagogues due to its implications in researching cognitive skills and its undeniable didactic scope. This article presents a review of the theoretical paradigms which have most influenced this issue and, in the light of this traditional theory, it also demonstrates the latest results in matters relating to developing numerical skills during childhood.