Abstract
This study aims at studying the relationship between manual and digital representations and numerical skills through the drawing of a hand. Sixty-two children (ages from 4 years old to 5 years and 6 months old) were asked to draw a hand and to carry out 2 numerical tasks: first to produce 2 equivalent collections and then to use the order-irrelevance principle. The statistical implicative analysis shows that more elaborated graphic strategies more strongly imply success producing 2 equivalent collections
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