Conceptual Subitising and Foundational Number Sense

31 fill-in-the-blank flashcards covering definitions, examples, developmental links, and predictive factors related to subitising and foundational number sense.

Being able to automatically recognise small numerosities without counting is called __.

subitising

Children as young as 3 typically subitise numerosities up to three.

3

Most adults can instantly recognise the numerosity on a die face thanks to __ subitising skills.

perceptual

__ subitising refers to recognising a numerosity without using other mathematical processes.

Perceptual

Conceptual subitising involves recognising a whole quantity by combining smaller __ quantities.

perceptually subitised

Seeing a total of 7 when viewing dice showing 3 and 4 illustrates __ subitising.

conceptual

Conceptual subitising is closely tied to __ structuring of numbers with tools like dice and ten-frames.

spatial

Poor conceptual or perceptual subitising skills may be early indicators of future difficulties particularly in __.

arithmetic

Foundational number sense is often abbreviated as __.

FoNS

Despite its importance, __ is notoriously hard to define for educators.

number sense

The conception of number sense present from infancy is called __ number sense.

innate (preverbal)

FoNS develops through instruction during early __.

schooling

The conception of number sense essential for everyday adult numeracy is called __ number sense.

applied

FoNS-aware children who can recognise number symbols, name them, and understand their meaning show strong __.

number recognition

Difficulties in number recognition are linked to later mathematical problems, including __ issues.

subitising

Number recognition is a stronger predictor of later maths achievement than __.

IQ

FoNS-aware children can count in a structured sequence, a skill known as __ counting.

systematic

Understanding that numbers have a fixed ordered position in the sequence reflects grasp of __.

ordinality

FoNS-aware children can compare magnitudes; this skill is called __ discrimination.

quantity

Moving beyond rote counting to connect numerical words with real magnitudes shows __ depth.

conceptual

Recognising that numbers can be represented on number lines, partitions or fingers exemplifies understanding multiple __ of number.

representations

A strong understanding of __ lines predicts higher arithmetic achievement.

number

Finger strategies for representing numbers are used more by children from higher __ backgrounds.

socio-economic

The ability to place a number on an empty number line demonstrates __ skills.

estimation

Estimation relies on a well-developed __ ability.

counting

FoNS-aware children who can perform basic addition and subtraction possess simple __ competence.

arithmetic

Recognising number patterns and identifying missing numbers in sequences are aspects of awareness of __ patterns.

number

Difficulty identifying missing numbers early on is a strong predictor of future __ difficulties.

mathematical

A well-developed FoNS predicts higher mathematical achievement in both the short and __ term.

long

Without early support, children with low FoNS at school entry often remain __ achievers.

low

Key FoNS predictors include identifying missing numbers, quantity discrimination, and competence with __ combinations.

number