Structuring versus Counting: Critical Ways of Using Fingers in Subtraction

Autor/inn/en	Björklund, Camilla; Kullberg, Angelika; Kempe, Ulla Runesson
Titel	Structuring versus Counting: Critical Ways of Using Fingers in Subtraction
Quelle	In: ZDM: The International Journal on Mathematics Education, 51 (2019) 1, S.13-24 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kullberg, Angelika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-018-0962-0
Schlagwörter	Mathematics Instruction; Subtraction; Computation; Young Children; Problem Solving; Teaching Methods; Arithmetic + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Subtraktion; Frühe Kindheit; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	The idea of using fingers as a key component in arithmetic development has received a great deal of support, much of which is based on neuroscientific evidence. However, this body of work pays limited attention to how fingers are used and possible different outcomes in arithmetic problem solving. The aim of our paper, based on an analysis of 126 observations of 4-5-year-olds solving a simple subtraction task, is to discuss different ways of using fingers, with some of the ways appearing more, and others less, powerful. The analysis suggests there is much more complexity to children's finger-related strategies than prior research has indicated. Empirical findings in our study point to the decisive effects of "different ways" of using fingers, and in particular for either keeping track of counted units or for presenting a structured awareness of number. Three ways of using fingers emerge in the analysis, which are discussed in relation to their rate of success in solving the subtraction task and with attention to why the differences matter for the success rate. Through this discussion we suggest that the complexity of how fingers are used must be considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01