Operational momentum in large-number addition and subtraction by 9-month-olds

2009 ◽  
Vol 103 (4) ◽  
pp. 400-408 ◽  
Author(s):  
Koleen McCrink ◽  
Karen Wynn
Keyword(s):  
Operational Momentum ◽  
Addition And Subtraction

Operational Momentum in Numerosity Production Judgments of Multi-Digit Number Problems

2011 ◽  
Vol 219 (1) ◽  
pp. 50-57 ◽  
Author(s):  
Oliver Lindemann ◽  
Michael D. Tira
Keyword(s):  
Empirical Support ◽  
Number Processing ◽  
Production Task ◽  
Momentum Effect ◽  
Digit Number ◽  
Judgment Bias ◽  
Operational Momentum ◽  
Calculation Task ◽  
Addition And Subtraction ◽  
Random Dot Patterns

The current study demonstrates a numerosity production task and investigates approximate mental calculations with two-digit numbers. Participants were required to produce random dot patterns to indicate the size of two-digit numbers and the results of addition and subtraction problems. The stimuli in the calculation task consisted of problems requiring a carry operation (e.g., 24 + 18) or no-carry problems (e.g., 24 + 53) or zero problems (e.g., 24 + 0). Our analysis revealed that the outcomes of additions were estimated to be larger than the outcomes of subtractions. Interestingly, this judgment bias was present for no-carry and zero problems but not for carry problems. Taken together, the presented data provide empirical support for the presence of an operational momentum effect (OM effect) in multi-digit number arithmetic. These findings and the dissociation of the OM effect for carry and no-carry problems are discussed in the context of recent models on multi-digit number processing.

Can Approximate Mental Calculation Account for Operational Momentum in Addition and Subtraction?

2014 ◽  
Vol 67 (8) ◽  
pp. 1541-1556 ◽  
Author(s):  
André Knops ◽  
Stanislas Dehaene ◽  
Ilaria Berteletti ◽  
Marco Zorzi
Keyword(s):  
Mental Calculation ◽  
Operational Momentum ◽  
Addition And Subtraction

Thinking in Action and Beyond

2018 ◽  
Author(s):  
Terezinha Nunes
Keyword(s):  
Hard Of Hearing ◽  
Inverse Relation ◽  
Teaching Approaches ◽  
Multiplicative Reasoning ◽  
Mathematical Concepts ◽  
Logical Organization ◽  
The World ◽  
Mathematical Problems ◽  
Addition And Subtraction ◽  
Learning By Imitation

Before children learn to use language, they learn about the world in action and by imitation. This learning provides the basis for language acquisition. Learning by imitation and thinking in action continue to be significant throughout life. Mathematical concepts are grounded in children’s schemas of action, which are action patterns that represent a logical organization that can be applied to different objects. This chapter describes some of the conditions that allow deaf or hard-of-hearing (DHH) children to learn by imitation and use schemas of action successfully to solve mathematical problems. Three examples of concepts that can be taught by observation and thinking in action are presented: the inverse relation between addition and subtraction, the concepts necessary for learning to write numbers, and multiplicative reasoning. There is sufficient knowledge for the use of teaching approaches that can prevent DHH children from falling behind before they start school.

scholarly journals Addition and subtraction as a valuation mechanism for valuable buildings

2021 ◽  
Vol 1105 (1) ◽  
pp. 012096
Author(s):  
Basim Hasan Almajdi ◽  
Abbas Na’im Mohsin ◽  
Tabark Hussein Ali
Keyword(s):  
Addition And Subtraction

A Proposed Instructional Theory for Integer Addition and Subtraction

2012 ◽  
Vol 43 (4) ◽  
pp. 428-464 ◽  
Author(s):  
Michelle Stephan ◽  
Didem Akyuz
Keyword(s):  
Number Line ◽  
Teaching Experiment ◽  
Learning Trajectory ◽  
Realistic Mathematics Education ◽  
Instructional Theory ◽  
Education Theory ◽  
Addition And Subtraction ◽  
Support Students ◽  
Grade Classroom ◽  
Viable Model

This article presents the results of a 7th-grade classroom teaching experiment that supported students' understanding of integer addition and subtraction. The experiment was conducted to test and revise a hypothetical learning trajectory so as to propose a potential instructional theory for integer addition and subtraction. The instructional sequence, which was based on a financial context, was designed using the Realistic Mathematics Education theory. Additionally, an empty, vertical number line (VNL) is posited as a potentially viable model to support students' organizing their addition and subtraction strategies. Particular emphasis is placed on the mathematical practices that were established in this setting. These practices indicate that students can successfully draw on their experiences with assets, debts, and net worths to create meaning for integer addition and subtraction.

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