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- Title
CURRICULAR APPROACHES TO CONNECTING SUBTRACTION TO ADDITION AND FOSTERING FLUENCY WITH BASIC DIFFERENCES IN GRADE 1.
- Authors
Baroody, Arthur J.
- Abstract
Six widely used US Grade 1 curricula do not adequately address the following three developmental prerequisites identified by a proposed learning trajectory for the meaningful learning of the subtraction-as-addition strategy (e.g., for 13 - 8 think "what + 8 = 13?"): (a) reverse operations (adding 8 is undone by subtracting 8); (b) common part-whole relations (5 + 8 and 13 - 8 share the same whole 13 and parts 5 and 8); and (c) the complement principle in terms of part-whole relations (if parts 5 and 8 make the whole 13, then subtracting one part from the whole leaves the other part).
- Subjects
SUBTRACTION (Mathematics); ADDITION (Mathematics); LEARNING; COMPLEMENTARITY constraints (Mathematics); CALCULUS of operations
- Publication
PNA, 2016, Vol 10, Issue 3, p161
- ISSN
1886-1350
- Publication type
Article
- DOI
10.30827/pna.v10i3.6087