id: 05588461
dt: j
an: 2009e.00352
au: Baroody, Arthur J.; Lai, Meng-lung; Li, Xia; Baroody, Alison E.
ti: Preschoolers’ understanding of subtraction-related principles.
so: Math. Think. Learn. 11, No. 1-2, 41-60 (2009).
py: 2009
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: F31 F32 C31 C32
ut: subtraction; arithmetic; number concepts; preschool children; elementary
    school students; mathematical concepts; computation
ci: 
li: doi:10.1080/10986060802583956
ab: Summary: 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. (Contains 2 footnotes, 5 tables
    and 2 figures.) (ERIC)
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