Returning to Ordinality in Early Number Sense: Neurological, Technological and Pedagogical Considerations

Abstract

This chapter brings together recent research in neuroscience about the processing of number ability in the brain and new pedagogical approaches to the teaching and learning of number in order to highlight the significance roles of fingers and of ordinality in the development of early number sense. We use insights from these two domains to show how TouchCounts, a multitouch app designed for exploring counting and arithmetic, enables children to develop the symbol-symbol awareness that is characteristic of ordinality. We conclude by drawing out implications for further research making use of technology and neuroscience.