TY - JOUR
T1 - Preschoolers' understanding of subtraction-related principles
AU - Baroody, Arthur J.
AU - Lai, Meng Lung
AU - Li, Xia
AU - Baroody, Alison E.
N1 - The research described was supported, in part, by a grant from the National Science Foundation (BCS-0111829) and the Spencer Foundation (200400033). The opinions expressed are solely those of the authors and do not necessarily reflect the position, policy, or endorsement of the National Science Foundation or the Spencer Foundation.
PY - 2009/1
Y1 - 2009/1
N2 - Little research has focused on an informal understanding of subtractive negation (e.g., 3- 3 = 0) and subtractive identity (e.g., 3- 0 = 3). Previous research indicates that preschoolers may have a fragile (i.e., unreliable or localized) understanding of the addition-subtraction inverse principle (e.g., 2 + 1- 1 = 2). Recognition of a small collection's cardinal value and computational experience, particularly with subtractive negation, may play a key role in the construction of an understanding of inversion. Testing with eighty 3 to 7 year olds revealed that most children demonstrated a reliable and general understanding of subtractive negation and identity at 4 years of age. In contrast, such an understanding of the inverse principle was not achieved by most children until 6 years of age and was preceded by recognition of two and three and an understanding of subtractive negation and identity.
AB - Little research has focused on an informal understanding of subtractive negation (e.g., 3- 3 = 0) and subtractive identity (e.g., 3- 0 = 3). Previous research indicates that preschoolers may have a fragile (i.e., unreliable or localized) understanding of the addition-subtraction inverse principle (e.g., 2 + 1- 1 = 2). Recognition of a small collection's cardinal value and computational experience, particularly with subtractive negation, may play a key role in the construction of an understanding of inversion. Testing with eighty 3 to 7 year olds revealed that most children demonstrated a reliable and general understanding of subtractive negation and identity at 4 years of age. In contrast, such an understanding of the inverse principle was not achieved by most children until 6 years of age and was preceded by recognition of two and three and an understanding of subtractive negation and identity.
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U2 - 10.1080/10986060802583956
DO - 10.1080/10986060802583956
M3 - Article
AN - SCOPUS:67749110034
SN - 1098-6065
VL - 11
SP - 41
EP - 60
JO - Mathematical Thinking and Learning
JF - Mathematical Thinking and Learning
IS - 1-2
ER -