Solving Subtraction Problems by Means of Indirect Addition

Autor/inn/en	Torbeyns, Joke; De Smedt, Bert; Stassens, Nick; Ghesquiere, Pol; Verschaffel, Lieven
Titel	Solving Subtraction Problems by Means of Indirect Addition
Quelle	In: Mathematical Thinking and Learning: An International Journal, 11 (2009) 1-2, S.79-91 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
Schlagwörter	Elementary School Students; Young Adults; Subtraction; Learning Strategies; Mathematics Instruction; Elementary School Mathematics; Arithmetic; College Students; Mathematics Achievement; Comparative Analysis; Mathematics Skills; Teaching Methods; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Subtraktion; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Collegestudent; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Belgien
Abstract	Subtraction problems of the type a - b = ? can be "flexibly" solved by various strategies, including the indirect addition strategy ("how much do I have to add to b to get at a?"). Little research has been done on the use of the indirect addition strategy with multi-digit numbers. The present literature review entails a summary of three recent and closely related studies conducted by the authors on this issue. The results of our first study revealed that young adults efficiently and flexibly applied indirect addition on 3-digit subtractions. The results of our second and third study showed that elementary school children seldom used indirect addition on 2-digit subtractions, despite its computational efficiency. This held true even in children who received school-based instruction in the strategy. We end with a discussion of some theoretical, methodological, and educational implications of the studies being reviewed. (Contains 5 footnotes and 2 tables.) (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