NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Stijn Van Der Auwera; Bert De Smedt; Joke Torbeyns; Lieven Verschaffel – Educational Studies in Mathematics, 2024
This study is the first to examine the associations between the occurrence, frequency, and adaptivity of children's subtraction by addition strategy use (SBA; e.g., 712 - 346 = ?; 346 + 54 = 400, 400 + 300 = 700, 700 + 12 = 712, and 54 + 300 + 12 = 366) and their underlying conceptual knowledge. Specifically, we focused on two rarely studied…
Descriptors: Mathematics, Subtraction, Addition, Children
Peer reviewed Peer reviewed
Direct linkDirect link
Vanluydt, Elien; Verschaffel, Lieven; Van Dooren, Wim – Educational Studies in Mathematics, 2022
Several studies have shown that children do not only erroneously use additive reasoning in proportional word problems, but also erroneously use proportional reasoning in additive word problems. Traditionally, these errors were contributed to a lack of calculation and discrimination skills. Recent research evidence puts forward an additional…
Descriptors: Preferences, Word Problems (Mathematics), Problem Solving, Error Patterns
Peer reviewed Peer reviewed
Direct linkDirect link
Angelika Kullberg; Camilla Björklund; Ulla Runesson Kempe; Irma Brkovic; Maria Nord; Tuula Maunula – Educational Studies in Mathematics, 2024
Learning to calculate with natural numbers by structuring seems promising but how this can be taught in a sustainable manner remains an open question. An eight-month-long intervention based on the idea of using a structural approach to addition and subtraction, and particularly bridging through ten, was implemented in four Swedish first-grade…
Descriptors: Student Improvement, Addition, Subtraction, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Vermeulen, Jorine A.; Béguin, Anton; Eggen, Theo J. H. M. – Educational Studies in Mathematics, 2021
This study explored the relationships between task beliefs about the empty number line (ENL), mathematical ability, gender, and voluntary ENL use in multi-digit subtraction and addition. One hundred twenty-three Dutch third-grade students and nine teachers from six schools participated in this study. The multilevel path analysis showed that task…
Descriptors: Elementary School Students, Grade 3, Foreign Countries, Number Concepts