Annotation:Text:Subitizing: The Role of Figural Patterns in the Development of Numerical Concepts/N2587izsey

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Referenztyp: Theorie
Annotation of Text:Subitizing:_The_Role_of_Figural_Patterns_in_the_Development_of_Numerical_Concepts
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Last Modification Date 2020-07-24T17:34:26.159Z
Last Modification User User:Sarah Oberbichler
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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"N2587izsey","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ42Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ43Ӻ","endOffset":1210°Ӻ,"quote":"(b) Easily recognizable configurations, whose figural representations can be associated with number words between “five” and “ten” (from Hatano, 1979). \nIn my view, the success of Hatano’s method is due above all to the fact that it supplies material that encourages the creation of stable, recursive, figural representations and sensorimotor activities such that they facilitate manipulation and composition and, beyond that, once the child comes to reflect upon them, they supply an optimal ground for the abstraction of numerical concepts and operations. \nThe process that Hatano engenders by the deliberate insertion of the intermediary unit “five” is analogous to the process Steffe has hypothesized on the basis of his observation of children who could reliably solve counting-on problems when the number to be counted-on was within the subitizing range (i.e. no larger than 5) but were invariably unable to solve those problems when the number was larger. Steffe explained this observation by the assumption that, as long as the child can produce for himself a figural, subitizable representation of the counting-on number, he can proceed to tick off the perceptual items contained in that representation as he continues the number word sequence from the given starting-point. In this way the child comes to an obligatory stop when he reaches the last item in the representation. When, on the other hand, the counting-on number is larger than 5, there is no ready figural representation for it and hence no way of ticking off and nothing to provide a stopping-point (Steffe, personal communication, 1978). Hatano’s method and Steffe’s observation of these counting-on episodes are examples that provide a perfect fit for the theoretical assumptions 1 have made.","highlights":Ӷ^"jQuery321019266462329114922":^°°,^"jQuery321019266462329114922":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1595604865934°