Perception, Cognition And Measurement Of Verbal And Non-Verbal Aspects Of The Cardinal Concept In Bodily-Spatial Interaction

Research on how neuroscience and knowledge of human's endowment can inform educational practice is a young field. With reference to contemporary research and models that hold the idea that humans possess non-verbal inborn cognitive systems for estimating sizes and processing quantities, empirical data from a multi-case embodied design study on early learning of numbers is discussed. Based on observational data and on a discrepancy in the results of traditional and modified Give-N-tasks for determining the cardinal knower level, it is contended that designs which embrace innate spatially organized representations of numerosity through body-based metaphorical mappings, could guide the development of tools for measuring the cardinal concept.