Children's Understanding of the Relationship between Addition and Subtraction

Autor/inn/en	Gilmore, Camilla K.; Spelke, Elizabeth S.
Titel	Children's Understanding of the Relationship between Addition and Subtraction
Quelle	In: Cognition, 107 (2008) 3, S.932-945 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2007.12.007
Schlagwörter	Elementary School Students; Preschool Children; Computation; Problem Solving; Thinking Skills; Mathematical Logic; Subtraction; Mathematics Instruction; Arithmetic; Elementary School Mathematics; Relationship; Correlation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemlösen; Denkfähigkeit; Mathematical logics; Mathematische Logik; Subtraktion; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik; Wechselbeziehung; Korrelation
Abstract	In learning mathematics, children must master fundamental logical relationships, including the inverse relationship between addition and subtraction. At the start of elementary school, children lack generalized understanding of this relationship in the context of exact arithmetic problems: they fail to judge, for example, that 12 + 9 - 9 yields 12. Here, we investigate whether preschool children's approximate number knowledge nevertheless supports understanding of this relationship. Five-year-old children were more accurate on approximate large-number arithmetic problems that involved an inverse transformation than those that did not, when problems were presented in either non-symbolic or symbolic form. In contrast they showed no advantage for problems involving an inverse transformation when exact arithmetic was involved. Prior to formal schooling, children therefore show generalized understanding of at least one logical principle of arithmetic. The teaching of mathematics may be enhanced by building on this understanding. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10