Rebecca Reiniger
July 20, 2011
Presenter
Rebecca Reiniger (Ute Frenburg - SL) graduated from Purdue University in Indiana with a Math and German BA. She is expected to receive her Masters in Secondary Education at George Fox University in 2011. While at Purdue, she studied abroad at the University of Hamburg, Germany. After college she taught high school Math and German in LaGrange, Indiana. Rebecca moved to Oregon and worked at Albertina Kerr in Developmental Difficulties Job Training. She then taught several years at Central Catholic High School in Portland before moving to St. Helens. There she tutored in Math and German, which included the design of programs to fit individual and special needs students. In 2000, her interest shifted to the development of math and language skills in elementary school. Tracking her two children, she provided math remediation and enrichment at every grade. Her experience expanded to include literature, Junior Great Books, and supplementing math curriculum for both TAG and Title I students. She is currently co-chair for the International Association for K-12 Online Learning
(iNACOL) Special Interest Group (SIG) Virtual Worlds and Educational Coordinator for Dream Realizations. Having lived through the math chronology of elementary school and knowing the directionality toward advanced mathematics, Rebecca is in a position to facilitate a greater overview of what needs to be modified in our current system.
(iNACOL) Special Interest Group (SIG) Virtual Worlds and Educational Coordinator for Dream Realizations. Having lived through the math chronology of elementary school and knowing the directionality toward advanced mathematics, Rebecca is in a position to facilitate a greater overview of what needs to be modified in our current system. About the project
SubQuan (sub'-kwän, from the Latin: subitas quantitas) is the ability to perceive at a glance a quantity much larger than seven by organizing the items into rows, columns, and containers, as coined by D. Cooper Patterson, an electrical engineer. In this Action Research Project, preschool children between the ages of three and five were assessed on whether the order of educational media (physical, virtual, and immersive) affected their ability to subQuan. 
The order of introduction was discovered to have no impact on the child’s ability to subQuan. While knowing how to subitize to nine is believed to facilitate subQuanning, it was found that if a child could count to nine then that child could subQuan. With less than an hour of exposure during this research into the concept of subQuanning, five out of eight children that could count were able to state four-digit subQuans in four different bases. Upon reassessment two weeks later, 100% of the children that could count were able to identify three-digit subQuans in three different bases. Since subQuan and quantity are identical for base ten, this means each four and five year old child was able to identify quantities in the hundreds and thousands within minutes. Furthermore, viewing numbers as subQuans promises to change the face of how algebra is introduced and taught since subQuan, as shown in this research, uses the child’s natural ability to ‘see’ numbers rather than to memorize processes and additional number words. Presentation Slides on Google FlipBook of SL slides for subQuan Cross-Reality Mathematics: Becoming Aware of the Visual Instinct...A Masters Action Research Project sQ buds showing ones and segs to determine counting ability. 4 3 base 5 3 6 2 4 base 7 2 3 5 base 10 (or base A) in 3D immersive educational environment 
