Counting schemes of Ghanaian primary school children

Abstract

The study was premised on the fact that instruction tailored to the level of cognitive development of the students is more effective than using one instructional strategy and hoping that all children in the class would understand. Unfortunately, it is impossible to tailor instruction to the level of development of all children in the class unless steps are taken to identify the levels at which children are operating. Consequently, in this study the level of development of 30 first- and second-graders was determined using individual pre-interviews. The study revealed that the range of unit items the child is capable of creating is restricted to the five unit items in an order of sophistication from the least advanced type; perceptual, to the most advanced type, abstract unit items. However, a counter of any advanced unit items does not lose the ability to count the less sophisticated ones. Recommendations for teaching and for future research have been made.

Keywords: counting, counting schemes, figural representations,