Individual Differences in Children's Addition and Subtraction Knowledge.

By K. H. Canobi. 2004

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Developing Conceptual and Procedural Knowledge of Mathematics (2015, background): “(Canobi, 2009) (Canobi, 2004, 2005; Canobi & Bethune, 2008; Canobi et al., 1998, 2003; Peled & Segalis, 2005; RittleJohnson & Star, 2009; Rittle-Johnson et al., 2009; Schneider et al., 2011; Schneider & Stern, 2010) a. Generate or select definitions of concepts Define the equal sign (Knuth,…”
An Investigation of the Mathematics-Vocabulary Knowledge of First-Grade Students (2017, background): “This result corroborates previous research in which students perform better on addition tasks than subtraction tasks (Canobi, 2004) and use addition to solve subtraction problems (Peters, De Smedt, Torbeyns, Verschaffel, & Ghesquière, 2014).”
The Importance of Additive Reasoning in Children’s Mathematical Achievement: A Longitudinal Study (2017, methodology): “Suppose Mary has five sweets and she exchanges with Annie one sweet that she has for one sticker. If Mary understands cardinality, she should know that, by the end of this exchange, she would have five stickers without having to count. If Mary is able to count the sweets and say there are five, but ”
Fostering At-Risk Preschoolers' Number Sense (2009, unknown): “This deficiency is often evident at the beginning of school (Canobi, 2004; Jordan, 2007; Jordan, Kaplan, Olah, & Locuniak, 2006), if not before (Baroody, 1987; Baroody, Lai, & Mix, 2006; Klein & Starkey, 2004; Starkey & Klein, 2000; Wright, 1991).”