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Stephan, Michelle; Akyuz, Didem – Journal for Research in Mathematics Education, 2012
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…
Descriptors: Mathematics Education, Numbers, Concept Formation, Subtraction
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Murata, Aki; Bofferding, Laura; Pothen, Bindu E.; Taylor, Megan W.; Wischnia, Sarah – Journal for Research in Mathematics Education, 2012
This study investigated how elementary teachers in a mathematics lesson study made sense of student learning, teaching, and content, as related to using representations in teaching multidigit subtraction, and how changes occurred over time in their talk and practice. The lesson-study process paved a group talk path along which teacher talk shifted…
Descriptors: Professional Development, Academic Achievement, Mathematics, Mathematics Instruction
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Wiles, Clyde A.; And Others – Journal for Research in Mathematics Education, 1973
Second-grade students were randomly assigned to either an instructional unit within which addition and subtraction of two digit numbers were treated as a single integrated process of regrouping or one which developed the addition and subtractive algorithms sequentially. Periodic assessments favored the sequential approach, but differences were not…
Descriptors: Addition, Algorithms, Elementary School Mathematics, Instruction
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Wheatley, Grayson H. – Journal for Research in Mathematics Education, 1976
Two methods of adding columns of single digits were compared in terms of the speed and accuracy with which sums are produced. The direct method (successive addition) was found to be better than the method of looking for combinations which sum to ten. (SD)
Descriptors: Addition, Algorithms, Elementary Education, Elementary School Mathematics
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Steinberg, Ruth M. – Journal for Research in Mathematics Education, 1985
This study: (1) documented the spontaneous derived facts strategies (DGSs) that second-grade children (N=23) used; (2) investigated how training in use of DFSs influenced the solution strategies children used to solve addition and subtraction problems; and (3) examined the role of DFSs in the transition to recall of number facts. (JN)
Descriptors: Addition, Computation, Elementary School Mathematics, Grade 2
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Carnine, Douglas W.; Stein, Marcy – Journal for Research in Mathematics Education, 1981
Two studies investigated a strategy for teaching addition facts to preschool and first grade children. Making explicit the relationship among easier facts was supported. (MP)
Descriptors: Addition, Educational Research, Elementary Education, Elementary School Mathematics
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Wheatley, Grayson H.; McHugh, Daniel O. – Journal for Research in Mathematics Education, 1977
The authors attempt to determine the effects of the use of direct and "combinations of tens" methods of two column-addition, ability, and grade level as factors in column addition efficiency. (MN)
Descriptors: Addition, Algorithms, Computation, Educational Research
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Fuson, Karen C. – Journal for Research in Mathematics Education, 1990
Reviewed is research regarding multidigit addition and subtraction which may be used to question the organization and placement of topics in curriculum materials. Discussed are issues surrounding multidigit addition and subtraction, and the linguistic and cultural disadvantages in constructing units of 10 experienced by children in the United…
Descriptors: Addition, Cultural Influences, Elementary School Mathematics, Elementary Secondary Education
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Carr, Martha; Jessup, Donna L.; Fuller, Diana – Journal for Research in Mathematics Education, 1999
Examines how parents and teachers influence the development of gender differences in mathematics strategy use in the first grade. Conducts interviews with children about their strategy use and uses questionnaires with parents and teachers. Reports that boys correctly used retrieval during the first grade more than girls; girls correctly used overt…
Descriptors: Addition, Grade 1, Learning Strategies, Mathematics Education
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Fuson, Karen C.; Fuson, Adrienne M. – Journal for Research in Mathematics Education, 1992
Report provides new data concerning children's accuracy as measured by previous studies and clarifies progress of first graders during entire year on difficult single-digit addition and subtraction problems. Discussion focuses on advantages of an adding on interpretation of subtraction and the importance of emphasizing conceptual understanding…
Descriptors: Addition, Cognitive Development, Cognitive Style, Computation
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Klein, Anton S.; Beishuizen, Meindert; Treffers, Adri – Journal for Research in Mathematics Education, 1998
Compares two experimental programs for teaching mental addition and subtraction in the Dutch second grade (N=275). Discusses realistic program design (RPD) and gradual program design (GPD). Concludes that RPD pupils show a more varied use of solution procedures than GPD pupils. Contains 46 references. (Author/ASK)
Descriptors: Addition, Arithmetic, Cognitive Development, Concept Formation
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Hiebert, James; Wearne, Diana – Journal for Research in Mathematics Education, 1992
Investigates issues of conceptual understanding in teaching and learning mathematics provided conceptually based instruction on place value and two-digit addition and subtraction without regrouping in four first grade classrooms. Conventional textbook-based instruction was provided in two first grade classrooms. Experimental-group students scored…
Descriptors: Addition, Cognitive Development, Cognitive Processes, Concept Formation