MFP1501 ASSIGNMENT 2
SEMESTER 1 - 2022
,1
, QUESTION 1
1.1 Identify the five principles required for counting, then explain the meaning of each. (5)
Gelman and Gallistel (1978) outlined five principles for counting that require learners to
coordinate their knowledge across three key ideas (number-word sequence, cardinality, and
one-to-one correspondence) and to generalise them across different counting situations.
These are:
Stable order principle – Consistently use the number words in the same order.
One-to-one principle – Count every item in a set only once, using only one number
word.
Cardinal principle – Understand that the last number word used represents the
cardinality of the set.
Abstraction principle – Recognise that any collection of like or unlike items can be
counted as a set.
Order irrelevance principle – Understand that the result is the same, no matter the
order in which the objects are counted.
Proficient counters should be able to carry out all five principles. While this is not
emphatically obvious for the learners, it is vital for teachers to recognise these principles,
and to respond when learners experience difficulties with any one of them.
REFER TO PAGE 8 OF THE STUDY GUIDE
2
SEMESTER 1 - 2022
,1
, QUESTION 1
1.1 Identify the five principles required for counting, then explain the meaning of each. (5)
Gelman and Gallistel (1978) outlined five principles for counting that require learners to
coordinate their knowledge across three key ideas (number-word sequence, cardinality, and
one-to-one correspondence) and to generalise them across different counting situations.
These are:
Stable order principle – Consistently use the number words in the same order.
One-to-one principle – Count every item in a set only once, using only one number
word.
Cardinal principle – Understand that the last number word used represents the
cardinality of the set.
Abstraction principle – Recognise that any collection of like or unlike items can be
counted as a set.
Order irrelevance principle – Understand that the result is the same, no matter the
order in which the objects are counted.
Proficient counters should be able to carry out all five principles. While this is not
emphatically obvious for the learners, it is vital for teachers to recognise these principles,
and to respond when learners experience difficulties with any one of them.
REFER TO PAGE 8 OF THE STUDY GUIDE
2
