Development of Embodied Subitizing During Interactions with a Multi-Touch Digital Game
Educational technology is often involved in children’s learning, and subitizing—the immediate recognition of small quantities—is a foundation of arithmetic. Multi-touch technology can afford use of conceptually congruent gestures that match mathematics and support learning. Therefore, this study investigated a preschooler’s development of physically embodied subitizing during interactions with a multi-touch digital game. Emergent findings related to embodied subitizing included patterns in estimation and precision, relationships among changing gestures, and variations in responses by configuration of quantity. The findings have implications for those whose research, teaching, and design efforts involve early number sense and educational technology.