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Direct linkGilmore, Camilla K.; Papadatou-Pastou, Marietta – Mathematical Thinking and Learning: An International Journal, 2009
Some theories from cognitive psychology and mathematics education suggest that children's understanding of mathematical concepts develops together with their knowledge of mathematical procedures. However, previous research into children's understanding of the inverse relationship between addition and subtraction suggests that there are individual…
Descriptors: Mathematics Education, Individual Differences, Meta Analysis, Concept Formation
Baroody, Arthur J.; Lai, Meng-lung; Li, Xia; Baroody, Alison E. – Mathematical Thinking and Learning: An International Journal, 2009
Little research has focused on an informal understanding of subtractive negation (e.g., 3 - 3 = 0) and subtractive identity (e.g., 3 - 0 = 3). Previous research indicates that preschoolers may have a fragile (i.e., unreliable or localized) understanding of the addition-subtraction inverse principle (e.g., 2 + 1 - 1 = 2). Recognition of a small…
Descriptors: Subtraction, Arithmetic, Number Concepts, Mathematics Instruction
Baroody, Arthur J.; Lai, Menglung – Mathematical Thinking and Learning: An International Journal, 2007
Previous research, which typically overestimated competence, indicates that preschoolers have an unreliable or a localized understanding of the addition-subtraction inverse principle (e.g., 2 + 1 - 1 = 2). Forty-eight Taiwanese 4- to 6- year-old participants were tested with a relatively conservative measure to gauge when a reliable and general…
Descriptors: Algebra, Preschool Children, Mathematics Skills, Foreign Countries
