Implementing a structural approach in preschool number activities. Principles of an intervention program reflected in learning.

The study investigates how using the basic principles of variation theory in relation to learning can change children's perception of numbers, where children are able to approach the part-whole relationships in arithmetic tasks instead of using an approach based on counting one by one. The research question is: How is teaching that is based on a structural approach and designed based on principles of variation theory reflected in children's numeracy learning?

Progression was observed in how the children changed the way they perceived numbers during the intervention. They made use of more advanced arithmetic strategies, which were linked to the structural approach that had been used previously in teaching. The results also show how analysis that focuses on aspects seen in learning and aspects presented in teaching provides a way of describing numeracy that has significant implications for teaching practice.

A group of eight children who participated in the intervention programme were selected for in-depth analysis. One-to-one interviews and observations were made based on video recordings of the children.

Björklund, C., Ekdahl, A. L., & Runesson Kempe, U. (2021). “Implementing a structural approach in preschool number activities. Principles of an intervention program reflected in learning”. Mathematical Thinking and Learning, 23(1):72-94.