Sayers, J orcid.org/0000-0002-9652-0187, Andrews, P and Björklund Boistrup, L (2016) The Role of Conceptual Subitising in the Development of Foundational Number Sense. In: Björklund Boistrup, L and Andrews, P, (eds.) Mathematics Education in the Early Years. Springer, Cham , Sweden , pp. 371-394. ISBN 978-3-319-23933-0
Abstract
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.
Metadata
Item Type: | Book Section |
---|---|
Authors/Creators: |
|
Editors: |
|
Copyright, Publisher and Additional Information: | © Springer International Publishing Switzerland 2016. This is a post-peer-review, pre-copyedit version of a book chapter published in Mathematics Education in the Early Years. The final authenticated version is available online at: http://dx.doi.org/https://doi.org/10.1007/978-3-319-23935-4_21 |
Keywords: | Number Sense; Number Pattern; Instructional Task; Constant Comparison Analysis; Missing Number |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 23 May 2019 14:20 |
Last Modified: | 24 May 2019 05:28 |
Status: | Published |
Publisher: | Springer, Cham |
Identification Number: | 10.1007/978-3-319-23935-4_21 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:146481 |