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Effects of learning addition and subtraction in preschool by making the first ten numbers and their relations visible with finger patterns
Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.
Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden.
Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.
Jönköping University, School of Education and Communication, HLK, Praktiknära utbildningsforskning (PUF), Mathematics Education Research. Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa.ORCID iD: 0000-0001-7556-7974
2020 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 103, no 2, p. 157-172Article in journal (Refereed) Published
Abstract [en]

In this paper, we report how 5-year-olds’ arithmetic skills developed through participation in an 8-month-long intervention. The intervention program aimed to enhance the children’s ways of experiencing numbers’ part-part-whole relations as a basis for arithmetic skills and was built on principles from the variation theory of learning. The report is based on an analysis of assessments with 103 children (intervention group n = 65 and control group n = 38) before and after the intervention and a follow-up assessment 1 year after the intervention. Our findings show that the learning outcomes of the intervention group were significantly higher compared to those of the control group after the intervention and that differences between the groups remained even 1 year after the intervention. In particular, the results show that children participating in the intervention group learned to recognize and use part-part-whole relations in novel arithmetic tasks.

Place, publisher, year, edition, pages
Springer, 2020. Vol. 103, no 2, p. 157-172
Keywords [en]
Preschool, Addition, Subtraction, Part-part-whole, Variation theory, Intervention, Arithmetic
National Category
Didactics Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-47075DOI: 10.1007/s10649-019-09927-1ISI: 000514516300002Scopus ID: 2-s2.0-85076597141Local ID: HOA HLK 2020OAI: oai:DiVA.org:hj-47075DiVA, id: diva2:1377928
Funder
Swedish Research Council, 721-2014-1791
Note

An earlier draft of the paper was presented at the International Group for the Psychology of Mathematics Education Conference 2018 in Umeå, Sweden.

Available from: 2019-12-13 Created: 2019-12-13 Last updated: 2020-03-05Bibliographically approved

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