On learning number: The ‘-ty’ and ‘-teen’ confusion Dave Hewitt Alf Coles 2134/27012 https://repository.lboro.ac.uk/articles/conference_contribution/On_learning_number_The_-ty_and_-teen_confusion/9373529 The aim of this paper is to draw out implications for the early learning of number from a detailed analysis of the work of one student, over an eight month period. The background to this work was our research interest in exploring the potential of approaching number without a focus on objects and cardinality, particularly for currently low-attaining students. We report on the difficulties that arose from a confusion of ‘-teen’ and ‘-ty’ numbers, for the student. We conclude that there is an argument for: (a) delaying work on ‘-teen’ numbers until students have worked on number structure more generally; (b) adopting a dual naming to regularise our naming system. 2017-10-20 08:16:24 Early number Number naming Gattegno chart Ordinality Cardinality