Young Children’s Structure Sense

Lüken, Miriam

doi:10.1007/s13138-012-0036-8

Cited by 40 publications

(26 citation statements)

References 14 publications

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“…Mulligan and Mitchelmore (2009) proposed that an awareness of mathematical structure is strongly correlated with general mathematical understanding. This is confirmed by Lüken (2012) who found that an early sense of structure at the beginning of formal schooling predicts mathematical achievements in Grade 2. Or in other words, children with a poor sense of structure are likely to achieve less well in mathematics in general.…”

Section: Strategies In Arithmetic Problem Solvingsupporting

confidence: 54%

Structuring versus counting: critical ways of using fingers in subtraction

Björklund

Kullberg

Kempe

2018

ZDM Mathematics Education

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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-yearolds 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.

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Section: Strategies In Arithmetic Problem Solvingsupporting

confidence: 54%

Structuring versus counting: critical ways of using fingers in subtraction

Björklund

Kullberg

Kempe

2018

ZDM Mathematics Education

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“…Lüken, 2012) and more easily could apply the rules for the order of operations. Overall, one could question if the students actually got a better structure sense or if they only applied the rules more frequently.…”

Section: Discussionmentioning

confidence: 99%

Does it help to use mathematically superfluous brackets when teaching the rules for the order of operations?

2015

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“…Research has shown that patterning and numerical ability are both predictors of later mathematical performance (Lüken, 2012; Nguyen et al, 2016; Rittle‐Johnson et al, 2017). This raises the question whether and how both abilities are related throughout development.…”

Section: Patterning Numerical Ability and Their Associationmentioning

confidence: 99%

Associations Between Repeating Patterning, Growing Patterning, and Numerical Ability: A Longitudinal Panel Study in 4‐ to 6‐Year Olds

et al. 2021

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The present study aimed to analyze the direction of the associations between repeating patterning, growing patterning, and numerical ability. Participants were 410 children who were annually assessed on their repeating patterning, growing patterning, and numerical ability, at ages 4, 5, and 6 years (i.e., spring 2017, 2018, and 2019). A cross‐lagged panel model identified bidirectional associations between all three abilities from ages 4 to 5 years while taking into account spatial skills. From ages 5 to 6 years, both patterning abilities predicted later numerical ability, but the reverse was no longer true. Associations between performances on both pattern types also disappeared. Results highlight the unique associations between repeating patterning, growing patterning, and numerical ability, above spatial skills.

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Young Children’s Structure Sense

Cited by 40 publications

References 14 publications

Structuring versus counting: critical ways of using fingers in subtraction

Structuring versus counting: critical ways of using fingers in subtraction

Does it help to use mathematically superfluous brackets when teaching the rules for the order of operations?

Associations Between Repeating Patterning, Growing Patterning, and Numerical Ability: A Longitudinal Panel Study in 4‐ to 6‐Year Olds

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