초등 저학년 셈하기 과제 수행에서의 직지하기의 역할 = The Role of Subitizing in the Counting Tasks of Early Elementary Children

다국어 초록 (Multilingual Abstract)

Based on the theoretical frameworks of Core Knowledge theory and subitizing theory, this paper analyzed the number-counting strategies of early elementary school children. To investigate the research problems, the author administered 3-level(A, B, C) subitizing tests for two age-groups(8- and 10- year olds) and conducted interviews asking their strategies for solution. For each test, the participating children were asked to respond to the test materials, which showed various numbers of dots; all the participants` answers and the duration time of their responses were recorded and analyzed. The analysis of this paper was two-fold: the quantitative analysis of their response times and the qualitative analysis of their explanations about how they subitized when they counted the dots. The result of this paper were as follows: Firstly, there was no significant difference of accuracy and response time for Test A, while there were differences in response time and strategies for Test B and C. Secondly, most of the participants extended subitizing units as the level of test complicated(e.g., A: 2+3, 4+1, B: 3+3+2, 4+4, 2+3+4, and C: 3×3, 5×5, ‘7+7’ב3+3’). Finally, the findings of this paper signifies that older children showed better performance in pattern recognition and concentration which actually help them to increase accuracy and speed in their subitizing.

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