Instruction Supporting Children's Counting on for Addition and Counting up for Subtraction

Report provides new data concerning children's accuracy as measured by previous studies and clarifies progress of first graders during entire year on difficult single-digit addition and subtraction problems. Discussion focuses on advantages of an adding on interpretation of subtraction and the...

Full description

Saved in:
Bibliographic Details
Published in:Journal for research in mathematics education 1992-01, Vol.23 (1), p.72-78
Main Authors: Fuson, Karen C., Fuson, Adrienne M.
Format: Article
Language:English
Subjects:
Addition
Brief Report
Children
Cognitive Development
Cognitive Style
College instruction
Computation
Concept Formation
Elementary Education
Elementary School Mathematics
Learning Strategies
Mathematics Education
Mathematics Education Research
Numbers
Numerals
Pedagogy
Posttests
Pretests
Pretests Posttests
Subtraction
Teaching Methods
Word problems
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Report provides new data concerning children's accuracy as measured by previous studies and clarifies progress of first graders during entire year on difficult single-digit addition and subtraction problems. Discussion focuses on advantages of an adding on interpretation of subtraction and the importance of emphasizing conceptual understanding rather than rote learning within counting on and counting up techniques. (21 references) (Author)
ISSN:0021-8251
1945-2306
DOI:10.2307/749165