Work

Special education students’ use of indirect addition in solving subtraction problems up to 100—A proof of the didactical potential of an ignored procedure

Year: 2011

Type: article

Abstract: In this study, we examined special education students’ use of indirect addition (subtraction by adding on) for solving two-digit subtraction problems. Fifty-six students (8- to 12-year-olds), with a mathematical level of end grade 2, participated in the study. They were given a computer-based test on subtraction with different types of problems. Although most students had not been taught indirect addition for solving subtraction problems, they frequently applied this procedure spontaneously. The item characteristics were the main prompt for using indirect addition. Context problems that reflect an adding-on situation and problems that have a small difference between the minuend and subtrahend most strongly elicited the use of the indirect addition procedure. Moreover, indirect addition was identified as a highly successful procedure for special education students, and the best predictor of a correct answer was found in combination with a stringing strategy.

Source: Educational Studies in Mathematics

DOI: 10.1007/s10649-011-9351-0

Authors: Marjolijn Peltenburg, Marja van den Heuvel-Panhuizen, Alexander Robitzsch

Institution: Utrecht University

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,390