Examining Children’s Conceptual Subitizing Skill and its Role in Supporting Math Achievement

The current study investigates the development of the conceptual subitizing skill, the ability to quickly and accurately recognize quantities above 4 items, and its relation to mathematics achievement in Grade 2 students. Both reaction time (RT) and strategy use to enumerate patterned structures of 4 to 10 dots were examined. Using cluster analysis on the collected enumeration speeds, three distinct groups were identified that supports the acquisition of conceptual subitizing as a developmental process. These clusters additionally aligned with students’ self-reported enumeration strategies used during the task, and also predicted children’s mathematics achievement. As one of the first psychophysical investigations into the conceptual subitizing skill, this study provides preliminary evidence for the importance of focusing on children’s speeded enumeration of larger set sizes (e.g., between 4 and 10) as a potential influence on their mathematical abilities.

Name thesis:degree_name

Master of Science (MSc)

Discipline thesis:degree_discipline

Applied Psychology

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2016

Author dc:creator

• Goukon, Rina

Advisor dc:contributor.advisor

• Drefs, Michelle

• Educational Psychology
• Education--Elementary
• Education--Mathematics

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

eng

DOI

http://dx.doi.org/10.11575/PRISM/26014

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:11023/3194