Curricular approaches to connecting subtraction to addition and fostering fluency with basic differences in grade 1
Six widely used US Grade 1 curricula do not adequately address the following three developmental prerequisites identified by a proposed learning trajectory for the meaningful learning of the subtraction-as-addition strategy (e.g., for 13 – 8 think “what + 8 = 13?”): (a) reverse operations (adding 8...
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| Format: | Article |
| Language: | English |
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Universidad de Granada
2016-03-01
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| Series: | PNA: Revista de Investigación en Didáctica de la Matemática |
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| Online Access: | http://pna.es/Numeros2/pdf/Baroody2016PNA10(3)Curricular.pdf |