I'm looking for an empirical and / or theoretical framework for using a 0-99 chart instead of a 1-100 board. But I only found practical discussions. Who can give me an advice where I can find such a theoretical oder empirical basis?
I do not find anything in Scholar, so the field is open for research.
- In our universe, the 1-100 chart is used to teach counting, hence its familiarity and subsequent work built on that foundation.
- In a parallel world, children might start counting by NOT holding down the first finger, and counting from zero.
For a discussion of some of the (practical) issues see http://bookishways.blogspot.com/2013/10/instructional-conundrum-100-board-or-0.html
Your question is echoed on the Web site https://denisegaskins.com/2008/09/22/things-to-do-hundred-chart/
You may have seen that the following article refers to some relevant research:
Thompson, I. (2003). 1-100 rules OK? Mathematics Teaching, 185, 14-15.
https://www.atm.org.uk/write/MediaUploads/Journals/MT182/Non-Member/ATM-MT182-34-35.pdf
After consideration of both the above papers from ATM I would recommend the 0-99 addition table.
Please see this link:
https://hal.archives-ouvertes.fr/ETC3/public/Full_Download.pdf
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