Students' flexibility in solving two-digit addition and subtraction problems: Instruction effects.

By A. W. Blöte, E. van der Burg, Anton S. Klein. 2001

104 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/42004fcb8dd25f7b7f1b2af86e21f1613c358a45

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Citations in the corpus

Understanding the Development of Flexibility in Struggling Algebra Students (2010, methodology): “As an example, Blöte and colleagues showed that young students can learn multiple ways of solving addition and subtraction problems, but the tendency to use alternative methods lags behind their knowledge and preference for them (Blöte et al., 2001).”
Special education students’ use of indirect addition in solving subtraction problems up to 100—A proof of the didactical potential of an ignored procedure (2012, background): “Several studies (Klein et al., 1998; Torbeyns et al., 2009b; Blöte et al., 2001; Van den Heuvel-Panhuizen, 1996) revealed that bare number problems hardly evoke the use of IA, which can be explained by the presence of the minus sign that emphasizes the “taking-away” action (Van den…”
Solving Subtraction Problems by Means of Indirect Addition (2009, methodology): “…impact of certain features of traditional or experimental instructional settings on these strategy performance characteristics (Beishuizen, 1993, 1999; Blöte et al., 2000, 2001; Buys, 2001; Fuson, 1992; Fuson et al., 1997; Klein et al., 1998; Selter, 1998; Torbeyns et al., 2006; Treffers, 2001).”
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).”
Compared With What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving (2009, methodology): “In addition to evaluating flexible use of solution methods, previous research indicates that independent measures of flexibility knowledge are important, particularly because they are more sensitive to early emerging knowledge (Blöte et al., 2001; Star & RittleJohnson, 2007).”
Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics (2015, background): “When teacher-researchers spent considerable time developing conceptual knowledge prior to introducing and practicing conventional procedures, students gained greater conceptual knowledge and comparable procedural knowledge compared to typical classroom instruction that focused on procedural knowledg”
Acquisition and use of shortcut strategies by traditionally schooled children (2009, methodology): “Elementary school children”
The Development of Children's Adaptive Expertise in the Number Domain 20 to 100 (2006, background): “Strategies of the second type include jump, or sequential, strategies (Beishuizen, 1993, 1999; Blöte et al., 2000; Blöte et al., 2001; Fuson, 1992).”