Preschoolers’ different ways of structuring part-part-whole relations with finger patterns when solving an arithmetic task

In this paper we report on findings from a study of 5-to-6-year-old children’s ways of structuring part-part-whole relations using finger patterns. We focused our analysis on data from interviews with 28 children who during their last year of preschool learned to enact a structural approach. We used this data set to analyze their different ways of structuring a task with one part unknown, and what constitutes the ability to structure the task in...