This study investigates the relationship between children’s subitizing activity and their construction of arithmetic units. In particular, the study hypothesizes a positive association between children’s construction of subitized units and their construction of arithmetic units, and hypothesizes that children who can subitize larger units, such as five items, in kindergarten, are more likely to construct arithmetic units by the beginning of first grade. Data for this study were drawn from 3,660 children surveyed at the beginning of kindergarten in 2014, 2015, and 2016, and at the beginning of first grade in the following year. The children are from a single school district in the southwest United States. Logistic regression was used to model the likelihood of constructing arithmetic units based on children’s earlier construction of subitized units. Findings provide evidence of a positive relationship between children’s construction of subitized units and arithmetic units, and, on average, children who have constructed subitized units at the beginning of kindergarten are more likely to construct arithmetic units by the beginning of first grade. Based on the findings, theoretical and instructional implications are discussed.

本研究调查了儿童的辅助活动与他们的算术单位构建之间的关系。特别是，该研究假设儿童的子化单元构建与其算术单元构建之间存在正相关关系，并假设在幼儿园能够子化较大单元（例如五个项目）的儿童更有可能在开始时构建算术单元。一年级的。本研究的数据来自于 2014 年、2015 年和 2016 年幼儿园开学和次年一年级开学时接受调查的 3,660 名儿童。这些孩子来自美国西南部的一个学区。逻辑回归被用来模拟基于儿童早期构造子单元的构造算术单元的可能性。研究结果提供了儿童构建子单元和算术单元之间正相关的证据，平均而言，在幼儿园开始时构建子单元的儿童更有可能在一年级开始时构建算术单元。根据研究结果，讨论了理论和教学意义。