Subitizing: The Neglected Quantifier
Subitizing: The Neglected Quantifier
复制标题
Subitizing：被忽视的量词
DOI：
10.1007/978-3-030-00491-0_2
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Beth L. MacDonald
中科院分区：
文献类型：
--
作者：
D. Clements;J. Sarama;Beth L. MacDonald
摘要我们定义并描述了子化活动如何发展以及如何与数学中的早期量词相关。子化是对一小群物品的数量的直接感知理解和识别。尽管子化在教育实践中常常是一个被忽视的量词，但它作为一个关键的认知过程已被广泛研究。我们认为，子化还有助于解释与早期数字发展相关的早期认知过程，因此值得更多的教学关注。我们还认为，整合发展/认知心理学和数学教育研究为开发子化学习轨迹提供了机会。完整的学习轨迹包括三个组成部分：目标、发展进程或儿童在思维和指导层面上移动的学习路径。因此，这样的学习轨迹有助于建立教育目的目标并制定教学任务和/或教学实践。通过本章，我们希望幼儿教育工作者和研究人员开始了解如何开发幼儿数学教学的关键教育工具。通过本教学，我们相信孩子们将能够使用子化来发现数字的关键属性，并在子化的基础上发展诸如单位化、基数和算术能力等能力。
AbstractWe define and describe how subitizing activity develops and relates to early quantifiers in mathematics. Subitizing is the direct perceptual apprehension and identification of the numerosity of a small group of items. Although subitizing is too often a neglected quantifier in educational practice, it has been extensively studied as a critical cognitive process. We believe that subitizing also helps explain early cognitive processes that relate to early number development and thus deserves more instructional attention. We also contend that integrating developmental/cognitive psychology and mathematics education research affords opportunities to develop learning trajectories for subitizing. A complete learning trajectory includes three components:goal,developmental progression,or learning path through which children move through levels of thinking, andinstruction. Such a learning trajectory thus helps establish goals for educational purposes and frames instructional tasks and/or teaching practices. Through this chapter, it is our hope that early childhood educators and researchers begin to understand how to develop critical educational tools for early childhood mathematics instruction. Through this instruction, we believe that children will be able to use subitizing to discover critical properties of number and build on subitizing to develop capabilities such as unitizing, cardinality, and arithmetic capabilities.
找到八只乌龟的图片：儿童计数与数字词语义知识之间的联系。
影响因子：
2.6
作者：
Slusser,EmilyB;Sarnecka,BarbaraW
通讯作者：
Sarnecka,BarbaraW
改变学龄前儿童近似数字系统表示的精度会改变他们的符号数学表现。
影响因子：
2.6
作者：
Wang,JinjingJenny;Odic,Darko;Halberda,Justin;Feigenson,Lisa
通讯作者：
Feigenson,Lisa
DOI：
10.1111/infa.12008
发表时间：
2013-11-01
期刊：
Infancy : the official journal of the International Society on Infant Studies
影响因子：
--
作者：
Starr AB;Libertus ME;Brannon EM
通讯作者：
Brannon EM