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

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atmire.migration.oldid4753
dc.contributor.advisorDrefs, Michelle
dc.contributor.authorGoukon, Rina
dc.date.accessioned2016-08-19T18:18:20Z
dc.date.available2016-08-19T18:18:20Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractThe 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.en_US
dc.identifier.citationGoukon, R. (2016). Examining Children’s Conceptual Subitizing Skill and its Role in Supporting Math Achievement (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26014en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/26014
dc.identifier.urihttp://hdl.handle.net/11023/3194
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity 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.
dc.subjectEducational Psychology
dc.subjectEducation--Elementary
dc.subjectEducation--Mathematics
dc.titleExamining Children’s Conceptual Subitizing Skill and its Role in Supporting Math Achievement
dc.typemaster thesis
thesis.degree.disciplineApplied Psychology
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Science (MSc)
ucalgary.item.requestcopytrue
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