ERIC Number: ED271322
Record Type: RIE
Publication Date: 1986-Jun
Reference Count: 0
The Construction of Logic in School Subjects: The Case of Multidigit Subtraction.
Cauley, Kathleen M.
This paper presents an examination of the construction of logic in multidigit subtraction. Interviews were conducted with 90 grade 2 and grade 3 students to determine whether they understood the logic of borrowing and whether the construction of the logic was related to procedural expertise or corresponding conceptual knowledge. Of 34 students identified as proficient, only 12 recognized that the value of the first number in the subtraction problem is conserved during the borrowing procedure. Responses to questions about the values exchanged during regrouping suggest that conceptual knowledge does not distinguish those who understand the logic of borrowing from those who do not. Students who demonstrated procedural proficiency with the subtraction algorithm also demonstrated higher levels of conceptual and logical knowledge about borrowing than those who were less proficient. (Author/JM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Virginia Commonwealth Univ., Richmond.
Note: Paper presented at the Annual Symposium of the Jean Piaget Society (Philadelphia, PA, June, 1986).