论文信息 - More Complexities in Subtraction.

More Complexities in Subtraction.

Four ways in which subtraction is more difficult than addition are discussed: Verbal solutions are not always parallel to object solutions. Two correct methods exist for counting down a certain number of words, and these methods may interfere with each other. Special problems exist with subtraction on the number line. And subtraction is not just take away but has multiple situational interpretations. These points, along with some recent research results, suggest the research question: Should children be taught to solve subtraction statements such as 8 5 = ? by counting up from 5 to 8?

Karen C. Fuson | K. Fuson

[1] Thomas P. Carpenter,et al. Problem Structure and First-Grade Children's Initial Solution Processes for Simple Addition and Subtraction Problems , 1981 .

[2] John Richards,et al. The Acquisition and Elaboration of the Number Word Sequence , 1982 .

[3] Lauren B. Resnick,et al. A Developmental Theory of Number Understanding. , 1984 .

[4] Arthur J. Baroody,et al. Children's Difficulties in Subtraction: Some Causes and Questions. , 1984 .

[5] James W. Hall,et al. THE TRANSITION FROM COUNTING-ALL TO COUNTING-ON IN ADDITION , 1983 .

[6] Leslie P. Steffe,et al. Children's counting types: Philosophy, theory, and application , 1983 .

[7] Max S. Bell,et al. Algebraic and arithmetic structures: A concrete approach for elementary school teachers , 1976 .

[8] Mary S. Riley,et al. Development of Children's Problem-Solving Ability in Arithmetic. , 1984 .

[9] James M. Moser,et al. The Acquisition of Addition and Subtraction Concepts in Grades One through Three. , 1984 .

[10] Tom Hudson,et al. Correspondences and Numerical Differences between Disjoint Sets. , 1983 .