Structuring versus counting: critical ways of using fingers in subtraction

被引:25
作者
Bjorklund, Camilla [1 ]
Kullberg, Angelika [2 ]
Kempe, Ulla Runesson [3 ,4 ]
机构
[1] Univ Gothenburg, Dept Educ Commun & Learning, Box 300, S-40530 Gothenburg, Sweden
[2] Univ Gothenburg, Dept Pedag Curricular & Profess Studies, Box 300, S-40530 Gothenburg, Sweden
[3] Jonkoping Univ, Sch Educ & Commun, S-55318 Jonkoping, Sweden
[4] Univ Witwatersrand, Wits Sch Educ, Johannesburg, South Africa
来源
ZDM-MATHEMATICS EDUCATION | 2019年 / 51卷 / 01期
基金
瑞典研究理事会;
关键词
Part-Whole relations; Preschool; Spontaneous finger use; Structuring numbers; Subtraction; Variation theory; CHILDREN; PATHS;
D O I
10.1007/s11858-018-0962-0
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:13 / 24
页数:12
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