Beyond Subitizing: Symbolic Manipulations of Numbers

Autor/inn/en	Olkun, Sinan; Altun, Arif; Sahin, Sakine Gocer
Titel	Beyond Subitizing: Symbolic Manipulations of Numbers
Quelle	10 (2015) 1, S.93-103 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Mathematics Achievement; Academic Ability; Learning Disabilities; Grade 1; Grade 2; Grade 3; Grade 4; Elementary School Mathematics; Achievement Tests; Scores; Numbers; Mathematics Skills; Numeracy; Mathematical Concepts; Foreign Countries; Computation; Age Differences; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Zahlenraum; Mathematics ability; Rechenkompetenz; Ausland; Age; Difference; Age difference; Altersunterschied; Türkei
Abstract	This study tested the hypothesis that subitizing ability may cause achievement differences in mathematics especially for students with mathematics learning disabilities. Students from 1st through 4th grade were applied to curriculum based math achievement tests (MAT). Based on MAT scores, they were divided into four groups as Mathematics Learning Disorder (MLD) risks, low achievers (LA), typical achievers (TA), and high achievers (HA). All students were asked randomly and canonically arranged dot enumeration tasks with 3 through 9 dots. Median response times (MRT) were calculated for each task and plotted for each grade level and task types. There were virtually no differences in MRTs for number 3 and 4. On the other hand, the MLD risk group spent relatively more time on enumerating canonically arranged dots from 5 through 9. Results provided more support for the claim that rather than subitizing, numerosity coding mechanisms or the type of symbolic quantity manipulations is different in children with different mathematical achievements especially the lower group, the MLD risk group (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01