Thus, the intervention, based on variation theory (Marton, 2015) and designed in collaboration with preschool teachers to promote early arithmetic skills, aimed at using finger patterns for the first ten numbers as a means to structure numbers’ part-part-whole relations. Previous studies have also found that finger patterns can be beneficial for children’s experience of part-part-whole relations (Brissiaud, 1992 Neuman, 1987, 2013). Addition and subtraction consist of additive relationships constituted of part-part-whole relations, and the ability to discern and handle this structure has been described as critical for children’s development of powerful arithmetic strategies and skills (Baroody, 2016 Fritz, Ehlert, & Balzer, 2013 Resnick, 1983).
We base the intervention on the idea that children need to experience numbers as part-part-whole relations and simultaneously experience the cardinal and ordinal meaning of numbers in order to solve arithmetic tasks. In this study, we aim to test the effects of an intervention based on a structural approach to numbers on 5-year-olds’ abilities to solve arithmetic tasks and to describe the results of this intervention in terms of learning outcomes.
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