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Showing 1 to 15 of 18 results Save | Export
Oesterle, Susan, Ed.; Allan, Darien, Ed. – Canadian Mathematics Education Study Group, 2015
This submission contains the Proceedings of the 2015 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the Université de Moncton in Moncton, New Brunswick. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of…
Descriptors: Foreign Countries, Mathematics Education, Teaching Methods, Interdisciplinary Approach
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Gravemeijer, Koeno; van Eerde, Dolly – Elementary School Journal, 2009
Building on the claim that teachers need to know how innovative instructional approaches work to be able to adapt them to their own classrooms, design research is presented as a research method that aims to offer exactly that kind of information. We elaborate design research that aims to develop a local instruction theory--a theory about the…
Descriptors: Educational Research, Teaching Methods, Knowledge Base for Teaching, Educational Innovation
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Fuson, Karen C. – Journal for Research in Mathematics Education, 1986
First graders were taught to solve symbolic subtraction combinations by counting up from the smaller number to the larger while keeping track of the number counted up by using one-handed finger patterns. They improved quite considerably on a timed test of the more difficult subtraction combinations. (MNS)
Descriptors: Educational Research, Elementary Education, Elementary School Mathematics, Grade 1
Peer reviewed Peer reviewed
Gutstein, Eric; Romberg, Thomas A. – Journal of Mathematical Behavior, 1995
Reviews research using diagrams, number sentences, and algorithms to help students learn to add and subtract; poses questions on the relationship of instruction to children's knowledge construction; and proposes a research agenda in this area. (86 references) (MKR)
Descriptors: Addition, Algorithms, Arithmetic, Cognitive Processes
Peer reviewed Peer reviewed
Baroody, Arthur J. – Arithmetic Teacher, 1984
The informal subtraction strategies that children develop are discussed in detail, with the role of the counting-down strategy described. Problems and remedies for difficulties caused by counting backward and the double count are also presented. (MNS)
Descriptors: Cognitive Processes, Educational Research, Elementary Education, Elementary School Mathematics
Peer reviewed Peer reviewed
Matthews, Julia – Educational Studies in Mathematics, 1983
This experiment involved 176 London children aged six and seven. Their levels of attainment on subtraction were quickly and accurately established by two questions. Then teaching programs were used to help them attain prerequisite skills. To symbolize too soon is a danger to be avoided. (MNS)
Descriptors: Cognitive Processes, Educational Research, Elementary School Mathematics, Error Patterns
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Matthews, Julia – Mathematics in School, 1983
Two screening questions developed in the study were viewed as invaluable diagnostically and seen as possible immediate value to teachers. The questions were used to group subjects into three different levels. Two instructional programs were developed. One was for the lowest two levels, the other for the highest group. (Author/MP)
Descriptors: Educational Research, Elementary Education, Elementary School Mathematics, Mathematics Instruction
Peer reviewed Peer reviewed
Fuson, Karen – Journal for Research in Mathematics Education, 1984
Discusses four ways in which subtraction is more difficult than addition: (1) verbal solutions do not always parallel object solutions; (2) methods may interfere with each other; (3) special problems exist with subtraction on the number line; and (4) subtraction has multiple situational interpretations. (MNS)
Descriptors: Cognitive Processes, Computation, Educational Research, Elementary Education
Romberg, Thomas A.; Collis, Kevin F. – 1987
Summarized are the findings from five studies carried out in Australia in 1979-80. First was a cross-sectional survey designed to determine the memory capacity of a population of children in grades 1-3. The second study investigated performance differences on a variety of mathematically related developmental tasks for the same group. Data from…
Descriptors: Addition, Cognitive Processes, Educational Research, Elementary Education
Steinberg, Ruth M. – 1984
This study documented the spontaneously derived strategies that children use which may play a key role in the transition from counting to recall of number facts. For these strategies, the child uses a small set of known number facts to derive the solution to unknown number facts. How training in the use of derived strategies influences the…
Descriptors: Addition, Cognitive Processes, Computation, Educational Research
Suydam, Marilyn N. – 1985
Some recent research findings with implications for improving mathematics instruction are reviewed in this report. The focus is on two topics: computation, in particular subtraction and estimation, and problem solving. Findings about each are listed, with references for each cited study included. Effective algorithms and strategies used by…
Descriptors: Computation, Educational Research, Elementary Secondary Education, Estimation (Mathematics)
Omanson, Susan F.; And Others – 1982
This study was designed to follow up earlier work on mapping instruction. The two main goals were to: (1) test the effectiveness of mapping instruction as a general cure for "buggy" subtraction algorithms, and (2) explore two alternative explanations of how this new form of instruction works. It was hypothesized that mapping cures bugs…
Descriptors: Algorithms, Basic Skills, Cognitive Processes, Computation
Romberg, Thomas A.; Collis, Kevin F. – 1983
Findings from five related studies carried out in Tasmania, Australia in 1979-80 are summarized. The first study attempted to determine the memory capacity of a cross-sectional population of children aged 4-7, while the second study was designed to portray differences on a variety of mathematically related developmental tasks for the same…
Descriptors: Addition, Cognitive Ability, Cognitive Processes, Educational Research
Peer reviewed Peer reviewed
Fuson, Karen C.; Willis, Gordon B. – Journal for Research in Mathematics Education, 1988
Ten teachers successfully taught first- and second-grade children to count up while keeping track with finger patterns. Learning to subtract by counting up greatly improved children's performance on take-away, compare, and equalize word problems, and enabled them to accelerate by as much as three years their learning of subtraction topics. (MNS)
Descriptors: Computation, Educational Research, Elementary School Mathematics, Mathematics Instruction
Peer reviewed Peer reviewed
McNamara, David; Pettitt, Deirdre – Teaching and Teacher Education, 1991
Reviews a body of psychological research which investigated children's errors in subtraction computations to assess whether the literature offers valuable, relevant information for those teaching subtraction and remedying student errors. It concludes that the research offers teachers little, so they must fall back on their knowledge and…
Descriptors: Educational Research, Elementary Education, Higher Education, Literature Reviews
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