Cardinality Principle Understanding: The Role of Focusing on the Subitizing Ability

Autor/inn/en	Paliwal, Veena; Baroody, Arthur J.
Titel	Cardinality Principle Understanding: The Role of Focusing on the Subitizing Ability
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 4, S.649-661 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paliwal, Veena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01150-0
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Numeracy; Computation; Teaching Methods; Mathematics Skills; Mathematical Models; Preschool Children; Intervention; Program Effectiveness; Early Childhood Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Rechenkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical model; Mathematisches Modell; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	The "cardinality principle" (CP) is a conceptual basis of counting collections meaningfully and provides a foundation for understanding other key aspects of numeracy, such as the successor principle or counting-on to determine sums. Unfortunately, little research has focused on how best to teach the CP. One suggestion is that modeling the CP should be done with small collections children can subitize--that is, immediately recognize the total without counting. The present study was designed to investigate the following key, not fully resolved, questions: Is subitizing level associated with CP knowledge and is a particular level of subitizing critical for achieving the CP? Does fostering children's subitizing ability improve CP knowledge? Which approach to modeling the CP with subitizable collections is most efficacious in promoting the CP and its transfer? Eighty 2- to 5-year-old participants first received instruction designed to promote the ability to subitize collections from 1 to 5. Subitizing instruction alone resulted in 31 participants learning the CP. The remaining 49 participants were randomly assigned to one of three CP interventions: count-first, label-first, and count-only. All interventions involved collections participants could subitize. Results revealed that the participants who could subitize at least three achieved partial success on the CP task. Those who could subitize four "and" were in the count-first intervention achieved general success on the CP task. The findings underscore the need for early childhood educators and parents to build on subitizing ability to teach the CP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01