"Counting with all children from the very beginning": One attempt to promote early arithmetical skills based on part-whole thinking

Carina Gander (1)

1 Free University of Bozen-Bolzano

Currently, it seems to be difficult for teachers to create substantial learning environments of high quality to manage the arithmetical heterogeneity in First Grade. The 13 substantial learning environments based on part-whole thinking of the large-scale project "Counting with all children from the very beginning" might be one attempt at that. Following design-based research approaches, the substantial learning environments were first developed and then implemented in five mainstream classes with a total of 96 students in the Beta-cycle over a ten-week period. Data from the second cycle is the basis for the results presented in this paper. Preliminary results indicate that not all teachers succeeded in identifying problematic areas in their children's arithmetical learning, especially in the instances of children who have underachieving mathematical skills and children with special educational needs (SEN).

Mots clés: Early arithmetic education; part-whole thinking; computation without counting; inclusive mathematics education; concepts for mathematics education

Domaines: Mathématiques [math]

Carina Gander. "Counting with all children from the very beginning": One attempt to promote early arithmetical skills based on part-whole thinking. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03745045v2⟩