Effects of Learning Addition and Subtraction in Preschool by Making the First Ten Numbers and Their Relations Visible with Finger Patterns

Autor/inn/en	Kullberg, Angelika; Björklund, Camilla; Brkovic, Irma; Runesson Kempe, Ulla
Titel	Effects of Learning Addition and Subtraction in Preschool by Making the First Ten Numbers and Their Relations Visible with Finger Patterns
Quelle	In: Educational Studies in Mathematics, 103 (2020) 2, S.157-172 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kullberg, Angelika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-019-09927-1
Schlagwörter	Preschool Children; Mathematics Skills; Arithmetic; Learning Strategies; Addition; Subtraction; Computation; Mathematics Instruction; Teaching Methods; Intervention; Number Concepts + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Subtraktion; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Number concept; Zahlbegriff
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01