This paper examines the connections between subitizing and influential factors using a literature review. Subitizing is commonly known to recognize the number of objects without counting in a small number set. To analyze literature related to subitizing ability, we investigated the following factors, child development stages to understand the numerical concept, developmental disorders such as autism spectrum disorder (ASD), and mathematical methods commonly applied in a classroom to teach number concepts. The review results indicate that the child development stage with higher information processing ability tends to reduce the response time of subitizing. Children groups interfered in language processing tasks decreased the performance of subitizing. In contrast, the result suggests little significant difference in subitizing ability between children with autism and other groups. The research shows that teachers mainly apply actual counting methods in a classroom instead of utilizing subitizing. We will conduct a literature review to investigate different types of developmental disorders other than autism and different education methods.
雑誌名
鳴門教育大学学校教育研究紀要
雑誌名(英)
Bulletin of Center for Collaboration in Community Naruto University of Education
巻
34
ページ
93 - 97
発行年
2020-02
出版者
鳴門教育大学地域連携センター
出版者(別表記)
Center for Collaboration in Community, Naruto University of Education
数の直感的把握：発達および障害に関する資料から
ga34012.pdf
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