This paper describes a study to analyse how 4-6-year-olds (N=45) children
solve different types of additive reasoning problems. Individual interviews were
conducted on kindergarten children when solving the problems. Their
performance as well as their explanations were analysed when solving additive
reasoning problems. The additive reasoning problems comprised simple, inverse
and comparative problems. Results suggested that Portuguese kindergarten
children have some informal knowledge that allowed them to solve additive
structure problems with understanding. Children performed better in the simple
additive problems and found the comparative problems more difficult.CIEC – Research Centre on Child studies, UM (FCT R&D 317
