Effects of learning addition and subtraction in preschool by making the first ten numbers and their relations visible with finger patterns

The aim of the study is to test the effect structural interventions can have on the numeracy of children aged five years old. The research questions are: (1) Will making the first ten natural numbers and their relations visible using finger-counting strategies increase children’s general understanding of subtraction and addition? (2) How did the development of the intervention group compare with the control group immediately after the interventions and one year after the interventions?

The results show that the intervention group scored higher than the control group on the tests after the interventions. It was easier for the children in the intervention group to identify part-part-whole relationships and using finger counting in the task, and they were therefore able to solve the tasks. The results of the study show that such early intervention can have a major effect on children’s general understanding of arithmetic.

The study included 103 children aged five years old; 65 children in the intervention group and 38 children in the control group. Twelve kindergarten teachers worked with the intervention group and eight worked with the control group. Tests were carried out both before and after the interventions were implemented. An oral assignment-based evaluation was used to determine the children’s experience regarding numbers and arithmetic. Interviews with kindergarten teachers and video recordings of activities, as well as notes from the kindergarten teachers were used to collect data.

Kullberg, A., Björklund, C., Brkovic, I. & Kempe, U. R. (2020). “Effects of learning addition and subtraction in preschool by making the first ten numbers and their relations visible with finger patterns”. Educational Studies in Mathematics, 103(2020):157-172.