Teaching children to add and subtract |
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| Institution: | 1. Department of Civil Engineering, Tsinghua University, Beijing, 100084, PR China;2. State Key Laboratory of Coal Mine Disaster Dynamics and Control, Chongqing University, Chongqing, 400030, PR China;3. College of Resources and Environmental Science, Chongqing University, Chongqing, 400030, PR China;4. State and Local Joint Engineering Laboratory of Methane Drainage in Complex Coal Gas Seam, Chongqing University, Chongqing, 400030, PR China;5. Mining College, Guizhou University, Guiyang, 550025, PR China;1. National Centre for International Research of Low-carbon and Green Buildings, Ministry of Science & Technology, Chongqing University, Chongqing, 400045, PR China;2. Joint International Research Laboratory of Green Buildings and Built Environments, Ministry of Education, Chongqing University, Chongqing, 400045, PR China;3. School of Engineering, RMIT University, PO Box 71, Bundoora, VIC 3083, Australia;1. Department of Psychology, Yale University, New Haven, Connecticut;2. Child Study Center, Yale University School of Medicine, New Haven, Connecticut;3. Department of Neurology, University of Virginia School of Medicine, Charlottesville, Virginia;1. Chongqing Institute of Green and Intelligent Technology, Chinese Academy of Sciences, Chongqing 400714, China;2. University of Chinese Academy of Sciences, Beijing 100049, China;3. Key Laboratory of Eco-environments of the Three Gorges Reservoir Region, Ministry of Education, College of Life Science, Southwest University, Chongqing 400715, China;4. Southeast Sichuan Geological Group, Chongqing Bureau of Geology and Minerals Exploration, Chongqing 400038, China;1. Bio-X Laboratory, Department of Physics, Zhejiang University, 38 Zheda Road, Hangzhou 310027, China;2. Neuroimage Research Branch, National Institute on Drug Abuse, National Institute of Health, Baltimore, MD 21224, USA |
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| Abstract: | At a 1980 conference, leading mathematics educators synthesized previous knowledge on children's early understanding of addition and subtraction and proposed central parameters for future research in these areas form a cognitive science perspective. We have, since 1980, increased our knowledge about how children learn to add and subtract, but we need to know more about the best ways for teachers to guide children as they construct knowledge of addition and subtraction.In this article, we review several studies that focus on an enhanced role for teachers in enabling children to learn addition and subtraction. These studies describe efforts that have been made to teach children to use diagrams and mediational representations, number sentences, or algorithms and procedures. The studies report improvement in children's problem-solving performance, but the impact of the efforts described on children's conceptual understanding is less clear. Thus, we analyze this research, pose questions on the relationship of instruction to children's knowledge construction, and propose a research agenda that we believe will enable us to understand how teaching can best help children learn to add and subtract. |
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