Why many children persist with counting

In this paper, we propose a new, theoretical account of why many children persist with using counting strategies to solve single-digit addition problems. We hypothesise that, in some contexts, teaching approaches favour a phonological route for strengthening problem-answer associations in memory, which disadvantages children who have weaker skills with phonological memory. Furthermore, we hypothesise that more children will develop retrieval-based strategies if they are provided with opportunities to practice using tools that strengthen problem-answer associations in memory via a visual-spatial processing route. We also describe a new tool that we designed to help test these hypotheses, called the Keyboard. The Keyboard models a mental number line and makes use of children’s subitising skills.