Developing Number Sense through an Exploration of Subtraction

Autor/inn/en	Cain, Chris; Faulkner, Valerie; Fanelli, Kate
Titel	Developing Number Sense through an Exploration of Subtraction
Quelle	In: Australian Primary Mathematics Classroom, 25 (2020) 2, S.26-30 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Subtraction; Mathematics Instruction; Common Core State Standards; Elementary School Students; Primary Education; Numeracy; Teaching Methods; Thinking Skills; Computation + Suchen Sie Ihr Suchwort? Subtraktion; Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Primarbereich; Rechenkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit
Abstract	In the USA, the Common Core Standards in Mathematics for the early grades (K-3) are designed to build on and develop students' number sense as students gain understanding of the structures of addition, subtraction, multiplication and division. It is well understood in teaching circles that subtraction is notoriously more difficult for students than addition. In this article, the authors argue that exploring multiple approaches to subtraction is a critical step in overcoming this difficult transition. They contend that all lessons should support the development of number sense which allows students to think strategically about and compute numbers and better meets the demands of rigorous mathematics instruction outlined in the curricula. (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01