Literaturnachweis - Detailanzeige
Autor/in | Baroody, Arthur J. |
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Titel | Curricular Approaches to Connecting Subtraction to Addition and Fostering Fluency with Basic Differences in Grade 1 |
Quelle | In: PNA, 10 (2016) 3, S.161-190 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1886-1350 |
Schlagwörter | Grade 1; Elementary School Mathematics; Arithmetic; Addition; Subtraction; Mathematics Skills; Mathematics Curriculum; Mathematical Concepts; Teaching Methods; Mathematics Instruction School year 01; 1. Schuljahr; Schuljahr 01; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Subtraktion; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht |
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). (As Provided). |
Anmerkungen | Universidad de Granada Didáctica de la Matemática: Persamiento Numerico, FQM-193. Campus de Cartuja, Granada, Spain 18071. Tel: +34-958-241503; Fax: +34-958-246359; e-mail: pna@ugr.es; Web site: http://www.pna.es |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |