
05588461
j
2009e.00352
Baroody, Arthur J.
Lai, Menglung
Li, Xia
Baroody, Alison E.
Preschoolers' understanding of subtractionrelated principles.
Math. Think. Learn. 11, No. 12, 4160 (2009).
2009
Taylor \& Francis (Routledge), Philadelphia, PA
EN
F31
F32
C31
C32
subtraction
arithmetic
number concepts
preschool children
elementary school students
mathematical concepts
computation
doi:10.1080/10986060802583956
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 additionsubtraction 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)