Preschoolers' Understanding of Subtraction-Related Principles

Autor/inn/en	Baroody, Arthur J.; Lai, Meng-lung; Li, Xia; Baroody, Alison E.
Titel	Preschoolers' Understanding of Subtraction-Related Principles
Quelle	In: Mathematical Thinking and Learning: An International Journal, 11 (2009) 1-2, S.41-60 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
Schlagwörter	Subtraction; Arithmetic; Number Concepts; Mathematics Instruction; Preschool Children; Elementary School Students; Mathematical Concepts; Computation + Suchen Sie Ihr Suchwort? Subtraktion; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Number concept; Zahlbegriff; Mathematics lessons; Mathematikunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Little research has focused on an informal understanding of subtractive negation (e.g., 3 - 3 = 0) and subtractive identity (e.g., 3 - 0 = 3). Previous research indicates that preschoolers may have a fragile (i.e., unreliable or localized) understanding of the addition-subtraction inverse principle (e.g., 2 + 1 - 1 = 2). Recognition of a small collection's cardinal value and computational experience, particularly with subtractive negation, may play a key role in the construction of an understanding of inversion. Testing with eighty 3 to 7 year olds revealed that most children demonstrated a reliable and general understanding of subtractive negation and identity at 4 years of age. In contrast, such an understanding of the inverse principle was not achieved by most children until 6 years of age and was preceded by recognition of "two" and "three" and an understanding of subtractive negation and identity. (Contains 2 footnotes, 5 tables and 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10