Abstract
Seriation tasks promote the development of key concepts that form the basis for understanding numbers. However, seriation tasks, such as comparing sticks, differ greatly from visual tasks in which the whole is grasped at a glance, and from tactile-motor tasks in which the whole is perceived successively. In this study, we created seriation tasks using cup-staking tasks in which the correctness of the order is fed back by stacking. The purpose was to examine the difficulty of cup-staking tasks and to analyze task execution strategies. The analysis was conducted in terms of (1) the difficulty of cup-staking tasks, (2) factors affecting the difficulty, and (3) strategies in comparison with Piaget’s developmental stage of seriation. The results suggested that five cups are more difficult than three cups, that presenting all the cups at the same time is more difficult than handing them one by one, and that it is necessary to consider the presentation method depending on the number of cups. In addition, the analysis of development of seriation in children with blindness using the cup-staking task showed the same sequence as Piaget’s developmental stage. The findings of this study can be applied to the teaching and evaluation of seriation in children with blindness.
