Addition and Subtraction of Three-digit Numbers: German Elementary Children's Success, Methods and Strategies

By Christoph Selter. 2001

121 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/282f3be2ae2119a31cd4857be06767d108767bc8

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Citations in the corpus

The Importance of Additive Reasoning in Children’s Mathematical Achievement: A Longitudinal Study (2017, unknown): “…(e.g., Brown & Burton, 1978; Brown, & VanLehn, 1982; Carpenter, Franke, Jacobs, Fennema, & Empson, 1997; Carraher & Schlieman, 1985; Carraher, Carraher, & Schliemann, 1985; Fuson, 1990; Hennessy, 1994; Hiebert, & Wearne, 1996; Resnick, 1982; 1992; 1994; Selter, 2001; Young & O'Shea, 1981).”
Young Children's Understanding and Application of Subtraction-Related Principles (2009, methodology): “It can also serve as a computation shortcut for solving multi-digit subtraction involving a small difference between the two integers like 61 − 59 or 402 − 398 flexibly by asking how much has to be added to the smaller integer to make the larger one ( Selter, 2001 ; Treffers, 2001 ).”
Teaching and Learning About Whole Numbers in Primary School (2016, background): “German researchers, as well as most German text books, rely on six main categories of mental strategies for addition and subtraction (Selter 2001): • jump strategy, characterized by splitting up one number and keeping together the second one (56 + 28 = 56 + 20 + 8); • split strategy in which both…”
Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition (2012, methodology): “Despite its computational efficiency, the dd-model and counting/adding-up strategies are rarely used for subtraction problems, if not explicitly being asked for (Baroody 1999; Stern, 1993; Blöte et al., 2001; Klein, 1998; Selter, 2001; Torbeyns, De Smedt, Stassens, Ghesquière and Verschaffel, 2009).”
Solving Subtraction Problems by Means of Indirect Addition (2009, methodology): “(2000 , 2001) used the term short jump strategy, Brissiaud (1994 ) called it working forward (as opposed to working backward, the term he uses for the direct subtraction strategy), Menne (2001 ) and Veltman and Treffers (1995 ) used the term working from the beginning (versus working from the end”
Acquisition and use of shortcut strategies by traditionally schooled children (2009, background): “For example, the children who participated in Selter’s (2001) study all had received instruction in line with the skills approach.”