Construction of Subitized Units Is Related to the Construction of Arithmetic Units

Autor/inn/en	Wilkins, Jesse L. M.; MacDonald, Beth L.; Norton, Anderson
Titel	Construction of Subitized Units Is Related to the Construction of Arithmetic Units
Quelle	In: Educational Studies in Mathematics, 109 (2022) 1, S.137-154 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkins, Jesse L. M.) ORCID (MacDonald, Beth L.) ORCID (Norton, Anderson)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10076-7
Schlagwörter	Arithmetic; Kindergarten; Grade 1; Elementary School Students; Numbers + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; School year 01; 1. Schuljahr; Schuljahr 01; Zahlenraum
Abstract	This study investigates the relationship between children's subitizing activity and their construction of arithmetic units. In particular, the study hypothesizes a positive association between children's construction of subitized units and their construction of arithmetic units, and hypothesizes that children who can subitize larger units, such as five items, in kindergarten, are more likely to construct arithmetic units by the beginning of first grade. Data for this study were drawn from 3,660 children surveyed at the beginning of kindergarten in 2014, 2015, and 2016, and at the beginning of first grade in the following year. The children are from a single school district in the southwest United States. Logistic regression was used to model the likelihood of constructing arithmetic units based on children's earlier construction of subitized units. Findings provide evidence of a positive relationship between children's construction of subitized units and arithmetic units, and, on average, children who have constructed subitized units at the beginning of kindergarten are more likely to construct arithmetic units by the beginning of first grade. Based on the findings, theoretical and instructional implications are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01