Special education students’ use of indirect addition in solving subtraction problems up to 100—A proof of the didactical potential of an ignored procedure

By Marjolijn Peltenburg, Marja Van den Heuvel-Panhuizen, Alexander Robitzsch. 2012

53 citations recorded by the source corpus.

In this study, we examined special education students’ use of indirect addition (subtraction by adding on) for solving two-digit subtraction problems. Fifty-six students (8- to 12-year-olds), with a mathematical level of end grade 2, participated in the study. They were given a computer-based test on subtraction with different types of problems. Although most students had not been taught indirect addition for solving subtraction problems, they frequently applied this procedure spontaneously. The item characteristics were the main prompt for using indirect addition. Context problems that reflect an adding-on situation and problems that have a small difference between the minuend and subtrahend most strongly elicited the use of the indirect addition procedure. Moreover, indirect addition was identified as a highly successful procedure for special education students, and the best predictor of a correct answer was found in combination with a stringing strategy.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/93ee99f9cc322e48296961fcb0268d25669cda6e