Normal kindergarten and older retarded children's behaviors in number development have some developmentally analogous identities. In order to examine these, an experimental task was administered to determine the effects of materials and transformations, given that preoperational thought and judgments about number are influenced heavily by perceptual cues. It was concluded that since most nonconserving responses can be ascribed to denial of certain principles of number, the teaching activities in number should reinforce those principles continuously.
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