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ERIC Number: ED223447
Record Type: Non-Journal
Publication Date: 1982-Sep
Pages: 186
Abstractor: N/A
Reference Count: N/A
A Review of Research on Addition and Subtraction. Working Paper No. 330. Report from the Program on Student Diversity and Classroom Processes.
Carpenter, Thomas P.; And Others
This material is designed to examine the research on how children acquire basic addition and subtraction concepts and skills. Two major lines of theories of the development of basic number concepts, called logical concept and quantification skill approaches, are identified. Major recurring issues in the development of early number concepts are also discussed. This is followed by examination of studies specifically related to addition and subtraction. It is noted that by kindergarten most children understand the rudiments of these operations, but a complete understanding develops over a protracted span of years. The direction of initial and ongoing research is discussed, and word problem studies and investigations on children's solutions of symbolic addition and subtraction problems are viewed to be concerned with both problem difficulty and solution processes. The review suggests that a great deal is known both about children's knowledge of addition and subtraction and how they solve addition and subtraction problems. It also indicates that there is not yet a clear picture of how to apply such new information to design more effective instruction. (MP)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.