|PhD student at||Malmö university|
|Employed at||Kristianstad university|
|Title of research||Preschool class children’s development of numerical abilities|
|Abstract||The purpose of this thesis is to contribute with knowledge about preschool class children’s, aged 6 to 7 years, early numerical development by investigating their abilities to visually recognize the exact quantity of a set of objects without counting, with a further aim to examine how this ability could be developed in an intervention.
The hypothesis is that global overview abilities correlate with numerical abilities, that is children who perceive quantities by global processing show a higher degree of perceptual subitizing abilities than children with a local precedence. A strong correlation between the variables by that indicate the importance of enhancing children’s subitizing abilities.
Based on the results, a collaborative and iterative intervention is carried out together with the children’s teachers with the aim to enhance the children’s conceptual subitizing abilities, with a specific focus on low achievers development.
The research questions being addressed are:
RQ1: Is there a relationship between children’s global overview abilities and their perceptual subitizing abilities?
RQ2: Which conceptual subitizing abilities did the children develop during the intervention?
RQ3: Which activities promoted the knowledge development according to the children and the teachers?
Wästerlid, C. (2020). Low-achieving grade K-3 children’s early numeracy competences: a systematic literature review. International Journal of Early Years Education, 1-18.
Wästerlid, C. A. (2020). Conceptual Subitizing and Preschool Class Children’s Learning of the Part: Part-whole Relations of Number. Problems of Education in the 21st Century, 78(6), 1038-1054.
|Funding||Swedish National Research School Special Education for Teacher Educators (SET), funded by the Swedish Research Council (grant no. 2017-06039)|
|Examination lic||Scheduled for 2021|