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RELATIONSHIPS BETWEEN UNITS COORDINATION AND SUBITIZING.

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Title: RELATIONSHIPS BETWEEN UNITS COORDINATION AND SUBITIZING.
Authors: MacDonald, Beth L.1 beth.macdonald@usu.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 11/15/2018, p155-162. 8p.
Subject Terms: *Education, *Futures studies, Coordination games (Mathematics), Natural numbers, Encoding
Abstract: This proposal explores relationships between young children's unit development/coordination and young children's subitizing. In particular, this theoretical commentary considers students' degrees of abstraction, students' development of actions on units, and students' operations with units when subitizing. As a result of this commentary, this author offers questions regarding how subitizing may elicit actions on units and perceptual/figurative material in a different order. These questions indicate possible alternative means in which comprehensive operations with natural numbers may develop. Possible educational implications and future research around these questions are also discussed. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Conference
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  Data: RELATIONSHIPS BETWEEN UNITS COORDINATION AND SUBITIZING.
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  Data: This proposal explores relationships between young children's unit development/coordination and young children's subitizing. In particular, this theoretical commentary considers students' degrees of abstraction, students' development of actions on units, and students' operations with units when subitizing. As a result of this commentary, this author offers questions regarding how subitizing may elicit actions on units and perceptual/figurative material in a different order. These questions indicate possible alternative means in which comprehensive operations with natural numbers may develop. Possible educational implications and future research around these questions are also discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Education
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      – SubjectFull: Futures studies
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      – SubjectFull: Coordination games (Mathematics)
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      – SubjectFull: Natural numbers
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      – SubjectFull: Encoding
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      – TitleFull: RELATIONSHIPS BETWEEN UNITS COORDINATION AND SUBITIZING.
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              Text: 11/15/2018
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