Subtraction: More than an Algorithm?

One of the aims of compulsory education is for students to adequately handle basic maths, owing to its importance in their future professional and personal lives. However, mechanical knowledge of an algorithm may not be sufficient to train future citizens with critical and creative thinking if it is...

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Bibliographic Details
Published in:Sustainability 2020-11, Vol.12 (21), p.9148
Main Authors: Rodríguez-Sánchez, M. Mercedes, Sánchez-García, Ana B., López-Fernández, Ricardo
Format: Article
Language:English
Subjects:
Algorithms
Critical thinking
Education
Error analysis
Error correction
Knowledge
Learning
Mathematics
Skills
Students
Subtraction
Sustainability
Systematic errors
University students
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Summary:One of the aims of compulsory education is for students to adequately handle basic maths, owing to its importance in their future professional and personal lives. However, mechanical knowledge of an algorithm may not be sufficient to train future citizens with critical and creative thinking if it is not accompanied by a comprehensive understanding of the concept. In this regard, existing research shows that a high percentage of students in primary education commit errors when they attempt subtraction. However, little is known about whether adults perform the same calculations correctly. In this context, 535 university students completed a questionnaire composed of 20 subtractions. The results showed that only one quarter of respondents performed the subtractions correctly. Analysis of error type showed that the most frequent mistakes corresponded to the systematic errors made by primary-level students. This may indicate that the types of errors committed during early learning persist over time, implying that subtraction may not have been adequately taught. New educational approaches and initiatives are required to encourage the teaching and learning of subtraction in a more reasoned and critical manner during early learning.
ISSN:2071-1050
2071-1050
DOI:10.3390/su12219148