Special Education Students' Use of Indirect Addition in Solving Subtraction Problems up to 100--A Proof of the Didactical Potential of an Ignored Procedure

Autor/inn/en	Peltenburg, Marjolijn; van den Heuvel-Panhuizen, Marja; Robitzsch, Alexander
Titel	Special Education Students' Use of Indirect Addition in Solving Subtraction Problems up to 100--A Proof of the Didactical Potential of an Ignored Procedure
Quelle	In: Educational Studies in Mathematics, 79 (2012) 3, S.351-369 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-011-9351-0
Schlagwörter	Subtraction; Special Education; Addition; Arithmetic; Mathematics Instruction; Mathematical Logic; Disabilities; Computer Uses in Education; Educational Technology; Elementary School Mathematics; Problem Solving; Prompting + Suchen Sie Ihr Suchwort? Subtraktion; Special needs education; Sonderpädagogik; Sonderschulwesen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Handicap; Behinderung; Computernutzung; Unterrichtsmedien; Elementare Mathematik; Schulmathematik; Problemlösen; Benutzerführung
Abstract	In this study, we examined special education students' use of indirect addition (subtraction by adding on) for solving two-digit subtraction problems. Fifty-six students (8- to 12-year-olds), with a mathematical level of end grade 2, participated in the study. They were given a computer-based test on subtraction with different types of problems. Although most students had not been taught indirect addition for solving subtraction problems, they frequently applied this procedure spontaneously. The item characteristics were the main prompt for using indirect addition. Context problems that reflect an adding-on situation and problems that have a small difference between the minuend and subtrahend most strongly elicited the use of the indirect addition procedure. Moreover, indirect addition was identified as a highly successful procedure for special education students, and the best predictor of a correct answer was found in combination with a stringing strategy. (Contains 5 tables, 4 figures, and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10