유아의 즉지하기와 수학적 개념과의 관계 = The relationship between children`s subitizing and their mathematical conceptualization

다국어 초록 (Multilingual Abstract)

This study investigates the relationship between young children`s subitizing, that is their ability to quickly and accurately judge the number of objects in a set without using mathematical skills, and their mathematical conceptualization. Subjects were 210 children (70 three-year-olds, 70 four-year-olds, and 70 five-year-olds) at two day care centers located in G City, Jeollabuk-do. The results of this study are as follows: First, subitizing was most developed in the older group and least in the youngest group and thus could be seen to increase with age. Gender was not a significant factor in the increased development of the skill. The development of subitizing was most conspicuous between the group of 3 year-olds and the group of 4 year-olds. Second, mathematical conceptualization improved with age and, again, gender played no significant role. Third, there was a significant positive relationship between children`s subitizing and their mathematical conceptualization. Especially, there was a significant positive relationship between subitizing and knowledge of the sub-elements of mathematical concepts. These strong relationships strongly demonstrate both that subitizing should be an important component in children`s mathematical education and that it is necessary to develop subitizing activities to improve their mathematical conceptualization.

참고문헌 (Reference)

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