Children's Understanding of the Addition/Subtraction Complement Principle

Autor/inn/en	Torbeyns, Joke; Peters, Greet; De Smedt, Bert; Ghesquière, Pol; Verschaffel, Lieven
Titel	Children's Understanding of the Addition/Subtraction Complement Principle
Quelle	In: British Journal of Educational Psychology, 86 (2016) 3, S.382-396 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12113
Schlagwörter	Elementary School Students; Grade 3; Grade 4; Elementary School Mathematics; Mathematics Skills; Mathematical Concepts; Addition; Subtraction; Task Analysis; Learning Strategies; Verbal Learning; Nonverbal Learning; Accuracy; Problem Solving; Correlation + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Subtraktion; Aufgabenanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Verbales Lernen; Problemlösen; Korrelation
Abstract	Background: In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal techniques. Aim: This contribution aimed at deepening our understanding of children's knowledge of the addition/subtraction complement principle, combining verbal and non-verbal techniques. Sample: Participants were 67 third and fourth graders (9- to 10-year-olds). Methods: Children solved two tasks in which verbal reports as well as accuracy and speed data were collected. These two tasks differed only in the order of the problems and the instructions. In the looking-back task, children were told that sometimes the preceding problem might help to answer the next problem. In the baseline task, no helpful preceding items were offered. The looking-back task included 10 trigger-target problem pairs on the complement relation. Results: Children verbally reported looking back on about 40% of all target problems in the looking-back task; the target problems were also solved faster and more accurately than in the baseline task. These results suggest that children used their understanding of the complement principle. The verbal and non-verbal data were highly correlated. Discussion: This study complements previous work on children's understanding of mathematical principles by highlighting interindividual differences in 9- to 10-year-olds' understanding of the complement principle and indicating the potential of combining verbal and non-verbal techniques to investigate (the acquisition of) this understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01