Research on Learning and Teaching Addition and Subtraction of Whole Numbers

2020 ◽  
pp. 53-187
Author(s):  
Karen C. Fuson
Keyword(s):  
Learning And Teaching ◽  
Whole Numbers ◽  
Addition And Subtraction

Using research in teaching: Some factors associated with pupils' performance levels on simple open addition and subtraction sentences

1971 ◽  
Vol 18 (7) ◽  
pp. 513-519
Author(s):  
J. Fred Weaver
Keyword(s):  
Performance Levels ◽  
Whole Numbers ◽  
Factors Associated ◽  
Early School ◽  
Addition And Subtraction ◽  
Basic Facts

During the early school years, children's introduction to various aspects of addition and subtraction of whole numbers takes place within the context of “basic facts.”1

Learning Fractions with Understanding: Building on Informal Knowledge

1990 ◽  
Vol 21 (1) ◽  
pp. 16-32 ◽  
Author(s):  
Nancy K. Mack
Keyword(s):  
Sixth Grade ◽  
Individualized Instruction ◽  
Whole Numbers ◽  
Informal Knowledge ◽  
Sixth Grade Students ◽  
Addition And Subtraction ◽  
One To One

Eight sixth-grade students received individualized instruction on addition and subtraction of fractions in a one-to-one setting for six weeks. Instruction was designed to build on the student's informal knowledge of fractions. All students possessed a rich store of informal knowledge of fractions that was based on partitioning units and treating the parts as whole numbers. Students' informal knowledge was initially disconnected from their knowledge of fraction symbols and procedures. Students related fraction symbols and procedures to their informal knowledge in ways that were meaningful to them; however, knowledge of rote procedures frequently interfered with students' attempts to build on their informal knowledge.

Operations with Whole Numbers: Addition and Subtraction

RtI in Math ◽  
2021 ◽  
pp. 89-104
Author(s):  
Linda Forbringer ◽  
Wendy H. Weber
Keyword(s):  
Whole Numbers ◽  
Addition And Subtraction

The Relative Effectiveness of Two Different Instructional Sequences Designed to Teach the Addition and Subtraction Algorithms

1973 ◽  
Vol 4 (4) ◽  
pp. 251-262
Author(s):  
Clyde A. Wiles ◽  
Thomas A. Romberg ◽  
James M. Moser
Keyword(s):  
Relative Effectiveness ◽  
The Other ◽  
Second Grade ◽  
Whole Numbers ◽  
Instructional Activities ◽  
Instructional Sequences ◽  
Addition And Subtraction

The purpose of this study was to compare the relative effectiveness of two instructional sequences designed to teach the addition and subtraction algorithms for two-digit whole numbers. One of these sequences is the traditional sequence of addition followed by subtraction. The other sequence is an integrated p resentation of the two tasks. Each sequence was embodied in a set of instructional activities that were used with a randomly selected group of second-grade children.

It's All in the Cards: Adding and Subtracting Integers

2007 ◽  
Vol 13 (1) ◽  
pp. 10-17
Author(s):  
Gregorio A. Ponce
Keyword(s):  
Student Success ◽  
Mathematical Concepts ◽  
Whole Numbers ◽  
Difficult Time ◽  
Addition And Subtraction

The addition and subtraction of integers is one of the first major avenues, and roadblocks, to student success in the learning of algebra. Unfortunately, many students cannot make, or have a very difficult time making, the transition from working with whole numbers to working with integers. Students who struggle and do not succeed in making this transition undoubtedly find themselves at a disadvantage when trying to make sense of subsequent mathematical concepts that rely on their proficiency with and understanding of the addition, subtraction, multiplication, and division of integers. Moreover, since “algebra is a prerequisite for virtually all other mathematics” (Usiskin 2005, p. 10), one is compelled to find ways to help students make progress with challenging material. The following activity, which has been used in the classroom, gives teachers some techniques and an effective bridge to help students overcome this initial roadblock to algebra.

A Forum for Researchers: Issues in Place-Value and Multidigit Addition and Subtraction Learning and Teaching for Research on Mathematics Teaching

1990 ◽  
Vol 21 (4) ◽  
pp. 273-280
Author(s):  
Karen C. Fuson
Keyword(s):  
Mathematics Teaching ◽  
Place Value ◽  
Learning Methods ◽  
Learning And Teaching ◽  
Addition And Subtraction ◽  
Teaching Learning

Research on multidigit addition and subtraction is now sufficient to question some present textbook practices and suggest alternatives. These practices revolve around the organization and placement of topics within the curriculum and around teaching/learning methods. These questions are being raised because the evidence indicates that U.S. children do not learn place-value concepts or multidigit addition and subtraction adequately and even many children who calculate correctly show little understanding of the procedures they are using (e.g., Cauley, 1988; Karnii & Joseph, 1988; Kouba et al., 1988; Labinowicz, 1985; Lindquist, 1989; Resnick, 1983; Resnick & Omanson, 1987; Ross, 1989; Stigler, Lee, & Stevenson, in press; Tougher. 1981).

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