Annotation:Text:Subitizing: The Role of Figural Patterns in the Development of Numerical Concepts/Vdkw3av02z

Referenztyp:	Theorie

Annotation of	Text:Subitizing:_The_Role_of_Figural_Patterns_in_the_Development_of_Numerical_Concepts
Annotation Comment
Last Modification Date	2020-07-24T17:31:26.665Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Vdkw3av02z","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ38Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/preӶ4Ӻ","endOffset":130°Ӻ,"quote":"It is this non-numerical, figural manipulation of perceptual items that Hatano has exploited in his system of early arithmetic instruction. He uses tiles and combines them to form linear configurations up to five. In his report (Hatano, 1979) he does not use the term “subitizing”, but it is clear that there is no counting; the configurations of two, three, four, and five are subitized by the children, and the transformations from one configuration to another are acquired perceptually and not numerically. Five was chosen as the initially most important upper limit, not because of the popularity of the abacus, but because it was found necessary. \n \n\n“Without the intermediate unit of five, they (very young children) have considerable trouble trying to distinguish 6, 7, 8 and 9.","highlights":Ӷ^"jQuery321019266462329114922":^°°,^"jQuery321019266462329114922":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1595604686425°