Picture of a sphere with binary code

Making Strathclyde research discoverable to the world...

The Strathprints institutional repository is a digital archive of University of Strathclyde research outputs. It exposes Strathclyde's world leading Open Access research to many of the world's leading resource discovery tools, and from there onto the screens of researchers around the world.

Explore Strathclyde Open Access research content

Representing addition and subtraction: learning the formal conventions

Maclellan, Effie (2001) Representing addition and subtraction: learning the formal conventions. European Early Childhood Education Research Journal, 9 (1). pp. 73-86. ISSN 1350-293X

[img]
Preview
PDF (strathprints007323.pdf)
strathprints007323.pdf

Download (269kB) | Preview

Abstract

The study was designed to test the effects of a structured intervention in teaching children to represent addition and subtraction. In a post-test only control group design, 90 five-year-olds experienced the intervention entitled Bi-directional Translation whilst 90 control subjects experienced typical teaching. Post-intervention testing showed some significant differences between the two groups both in terms of being able to effect the addition and subtraction operations and in being able to determine which operation was appropriate. The results suggest that, contrary to historical practices, children's exploration of real world situations should precede practice in arithmetical symbol manipulation.