engleski

Using fingers to discern the structure of part-whole relations of numbers in preschool

In this paper we report on results from an eight-month intervention with preschool teachers aiming to enhance five-year-olds’ learning of basic arithmetic skills. The purpose of this study is to investigate how the children’s learning developed through participation in the theoretically driven intervention, which was based on the idea of experiencing numbers and their part-whole relationships. We report on an analysis of task-based interviews with 103 children before and 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 a year after the intervention.

Preschool Addition Subtraction Part-part-whole

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