The Relationship between Children's Subitizing and Their Counting
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초록
This study investigated the relationship between young children’s subitizing and their counting, as well as to prove that subitizing is an important mathematical skill required of young children. The subjects of this research were a total of 105 children (35 three-year-olds, 35 four-year-olds, and 35 five-year-olds) at two day care centers located in J City and K City, Jeollabuk-do, South Korea. The results of this study are as follows: First, young children’s subitizing improved with the increase of age. In particular, the development of subitizing was most conspicuous between the ages of four and five. Second, young children’s counting ability improved with the increase of age. Especially, the development of the ability to count rationally by using number words of Chinese origin was most conspicuous between the ages of four and five. Third, there was a significant positive relationship between children’s subitizing and counting. Especially, there was a significant positive relationship between three-year-old children’s subitizing and counting (oral counting with Korean native number words; oral counting with Korean number words of Chinese origin; rational counting with Korean native number words; rational counting with Korean number words of Chinese origin). This study shows that young children can subitize and that subitizing should be an important content of mathematical education for young children.
Abstract
This study investigated the relationship between young children’s subitizing and their counting, as well as to prove that subitizing is an important mathematical skill required of young children. The subjects of this research were a total of 105 children (35 three-year-olds, 35 four-year-olds, and 35 five-year-olds) at two day care centers located in J City and K City, Jeollabuk-do, South Korea. The results of this study are as follows: First, young children’s subitizing improved with the increase of age. In particular, the development of subitizing was most conspicuous between the ages of four and five. Second, young children’s counting ability improved with the increase of age. Especially, the development of the ability to count rationally by using number words of Chinese origin was most conspicuous between the ages of four and five. Third, there was a significant positive relationship between children’s subitizing and counting. Especially, there was a significant positive relationship between three-year-old children’s subitizing and counting (oral counting with Korean native number words; oral counting with Korean number words of Chinese origin; rational counting with Korean native number words; rational counting with Korean number words of Chinese origin). This study shows that young children can subitize and that subitizing should be an important content of mathematical education for young children.
참고문헌 (13)
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