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Teaching finger patterns for arithmetic development to preschoolers
University of Gothenburg, Sweden.
University of Gothenburg, Sweden.
University of Gothenburg, Sweden.
University of Gothenburg, Sweden.
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2018 (English)Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we describe the empirical and theoretical meaning behind how finger patterns are taught to facilitate the development of preschool children’s perception of the first ten natural numbers. An intervention programme, informed by Variation theory of learning, included 65 five-year-olds and teachers at seven preschool departments in Sweden. The programme aimed at developing teaching activities and artefacts to promote children discerning necessary aspects of the first ten numbers. The design of the programme is significant to describe and evaluate as basis for forthcoming analyses of the learning outcomes, as a pedagogical approach that stands in contrast to common preschool teaching practice in Sweden is adopted.

Place, publisher, year, edition, pages
2018.
National Category
Didactics Mathematics
Identifiers
URN: urn:nbn:se:hj:diva-42220OAI: oai:DiVA.org:hj-42220DiVA, id: diva2:1268633
Conference
Madif 11, The 11th Swedish Mathematics Education Research Seminar, Karlstad, Sweden, 23-24 January, 2018
Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2018-12-06Bibliographically approved

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Ekdahl, Anna-LenaRunesson Kempe, Ulla

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CiteExportLink to record
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  • apa
  • harvard1
  • ieee
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