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The Role of Conceptual Subitising in the Development of Foundational Number Sense
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2016 (English)In: Mathematics education in the early years: Results from the POEM2 conference, 2014 / [ed] Tamsin Meaney, Ola Helenius, Maria L. Johansson, Troels Lange, Anna Wernberg, Springer, 2016, 371-394 p.Chapter in book (Refereed)
Abstract [en]

Evidence indicates that children with a well-developed number sense are more likely to experience long-term mathematical success than children without. However, number sense has remained an elusive construct. In this chapter, we summarise the development of an eight-dimensional framework categorising what we have come to call foundational number sense or those non-innate number-related competences typically taught during the first years of schooling. We also show, drawing on grade one lessons from Hungary and Sweden, how focused instruction on conceptual subitising, the teaching of children to identify and use easily recognisable groups of objects to structure children’s understanding of number, facilitates children’s acquisition of a range of foundational number sense-related competences.

Place, publisher, year, edition, pages
Springer, 2016. 371-394 p.
National Category
Other Mathematics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-127043DOI: 10.1007/978-3-319-23935-4_21ISBN: 978-3-319-23933-0ISBN: 978-3-319-23935-4OAI: oai:DiVA.org:su-127043DiVA: diva2:905596
Available from: 2016-02-23 Created: 2016-02-23 Last updated: 2016-04-04Bibliographically approved

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Sayers, JudyAndrews, PaulBjörklund-Boistrup, Lisa
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ReferencesLink to record
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