Literaturnachweis - Detailanzeige
| Autor/in | Voza, Luann |
|---|---|
| Titel | Winning the "Hundred Years' War" |
| Quelle | In: Teaching Children Mathematics, 18 (2011) 1, S.32-37 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1073-5836 |
| Schlagwörter | Primary Education; Subtraction; Task Analysis; Addition; Mathematics Instruction; Teaching Methods; Guidelines; Computation; Learning Strategies |
| Abstract | Traditionally, the first mathematical task for primary grade students to master is addition. Mastering addition facts is truly a positive experience. Then one turns to subtraction. After mastering addition facts, many students think that subtraction facts are a whole new set of facts to learn that have nothing to do with addition facts. They do not see that the subtraction facts are the inverse of addition facts, which teachers hope they have already learned. The gap between addition and subtraction success further increases with multidigit computation. Some students are quick to embrace "carrying," but others are reluctant to warm up to "regrouping." Most students seem to quickly conquer addition with carrying, but for some students, subtraction with regrouping is more like the Hundred Years' War. Mastering regrouping is difficult because one must do so much before he/she even begins to subtract. In this article, the author discusses how to arm students for victory in the age-old battle to master subtraction with regrouping. She offers some solutions for subtraction success. (Contains 3 figures.) (ERIC). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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