Notes on Math Learning In Kindergarden

Abstract

This study analyses the role of different representations used in subtraction problem solving by children from
4 to 6 years old. The sample consisted of 96 children ranging from kindergarden to first grade levels. They were divided in 4
groups according to the type of tool available to help children in doing their calculations: 1 - concrete material; 2 - pencil/
paper; 3 - no tools; 4 - concrete material and pencil/paper. An ANOVA was run over this sample. The results showed that only
educational level significantly influenced calculation performance. Older children had better performance than the others. In
all groups, even those with available calculation material, children preferred to use their fingers for calculation. The main
strategies were: modelling, counting up and counting down operations and numerical facts. Based on the results we analyse
the importance of using different tools in pre-schools mathematical education that could allow children to have a wider
understanding of mathematical concepts.