Relevant bibliographies by topics / Arithmetic Addition Subtraction Mathematics Addition Subtraction

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Academic literature on the topic 'Arithmetic Addition Subtraction Mathematics Addition Subtraction'

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Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Arithmetic Addition Subtraction Mathematics Addition Subtraction"

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Contreras, José N., and Armando M. Martínez-Cruz. "Solving Problematic Addition and Subtraction Word Problems." Teaching Children Mathematics 13, no. 9 (May 2007): 498–503. http://dx.doi.org/10.5951/tcm.13.9.0498.

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Word problems can play a prominent role in elementary school mathematics because they can provide practice with real-life problems and help students develop their creative, critical, and problem-solving abilities. However, word problems as currently presented in instruction and textbooks fail to accomplish these goals (Gerofsky 1996; Lave 1992). This failure is due, in part, to the unrealistic approach needed to solve them: the straightforward application of one arithmetic operation. Consequently, when faced with word problems in which context is critical to the solution, students fail to connect school mathematics with their real-world knowledge. Problems that cannot be solved by applying a straightforward arithmetic operation are called problematic. Several researchers have examined children's lack of use of their real-world knowledge to solve problematic word problems (Greer 1997; Reusser and Stebler 1997; Verschaffel and De Corte 1997).
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Soylu, Firat, David Raymond, Arianna Gutierrez, and Sharlene D. Newman. "The differential relationship between finger gnosis, and addition and subtraction: An fMRI study." Journal of Numerical Cognition 3, no. 3 (January 30, 2018): 694–715. http://dx.doi.org/10.5964/jnc.v3i3.102.

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The impact of fingers on numerical cognition has received a great deal of attention recently. One sub-set of these studies focus on the relation between finger gnosis (also called finger sense or finger gnosia), the ability to identify and individuate fingers, and mathematical development. Studies in this subdomain have reported mixed findings so far. While some studies reported that finger gnosis correlates with or predicts mathematics abilities in younger children, others failed to replicate these results. The current study explores the relationship between finger gnosis and two arithmetic operations—addition and subtraction. Twenty-four second to third graders participated in this fMRI study. Finger sense scores were negatively correlated with brain activation measured during both addition and subtraction. Three clusters, in the left fusiform, and left and right precuneus were found to negatively correlate with finger gnosis both during addition and subtraction. Activation in a cluster in the left inferior parietal lobule (IPL) was found to negatively correlate with finger gnosis only for addition, even though this cluster was active both during addition and subtraction. These results suggest that the arithmetic fact retrieval may be linked to finger gnosis at the neural level, both for addition and subtraction, even when behavioral correlations are not observed. However, the nature of this link may be different for addition compared to subtraction, given that left IPL activation correlated with finger gnosis only for addition. Together the results reported appear to support the hypothesis that fingers provide a scaffold for arithmetic competency for both arithmetic operations.
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Hikmah, Shofaul. "Teknik Friendly Match Man to Man Untuk Menyelesaikan Operasi Hitung Penjumlahan Dan Pengurangan Bilangan Bulat." Jurnal Edutrained : Jurnal Pendidikan dan Pelatihan 4, no. 1 (July 6, 2020): 27–34. http://dx.doi.org/10.37730/edutrained.v4i1.53.

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The Man to Man Friendly Match Technique is a new breakthrough created to help Madrasah Ibtidaiyah students complete the operation of adding and subtracting integers. This technique emerged as a result of the writer's concern as one of the subjects of Mathematics in Madrasah Ibtidaiyah who saw the low interest and learning outcomes of students in the material operations of calculating the addition and subtraction of integers. Man to Man Friendly Match Technique is a technique that combines the game as an activity that is very closely related to the daily lives of students with the concept of arithmetic operations of addition and subtraction of integers
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Rizkiana, Alif. "Peningkatan Kemampuan Operasi Hitung Penjumlahan dan Pengurangan Dengan Media Konkret Pada Siswa Kelas 1 SD Negeri Bantarkawung 03." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (December 30, 2020): 556. http://dx.doi.org/10.20961/shes.v3i4.54359.

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<em>The arithmetic operations of addition and subtraction are basic mathematics that must be learned since the 1st grade of elementary school to make it easier for students to do mathematics in advanced grades. In this research, the aim is to improve the ability to do arithmetic operations of addition and subtraction with concrete media for grade 1 students at SD Negeri Bantarkawung 03. Through classroom action research, the quality of learning can be improved because the teacher immediately knows what needs to be improved. The number of respondents studied in this study were all first grade elementary school students, totaling 22 students. This research was carried out in 2 cycles. Based on the description of the implementation of the action, the results of the research and discussion, data were obtained that there was an increase in the ability to do arithmetic addition and subtraction operations in each cycle. It can be seen from the application of the pre-cycle, that is, 40% has increased to 20%, so the total is 60% in the first cycle, then it has increased in the second cycle, which is an increase of 27%, the total increase is 87%. The conclusion is that using concrete objects media can improve the ability of addition and subtraction arithmetic operations in grade 1 students of SD Negeri Bantarkawung 03</em>
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Kuhn, Malcus Cassiano, and Arno Bayer. "As Operações de Adição e Subtração nas Aritméticas Editadas para as Escolas Paroquiais Luteranas do Século XX no Rio Grande do Sul." Jornal Internacional de Estudos em Educação Matemática 10, no. 3 (February 6, 2018): 141. http://dx.doi.org/10.17921/2176-5634.2017v10n3p141-153.

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O artigo discute as operações de adição e subtração com números naturais nas aritméticas editadas pela Igreja Evangélica Luterana do Brasil, por meio da Casa Publicadora Concórdia de Porto Alegre, para as escolas paroquiais luteranas do século XX no Rio Grande do Sul. Baseando-se na pesquisa histórica e no conceito de cultura escolar, analisaram-se a Primeira Aritmética da série Ordem e Progresso, a Primeira Aritmética da série Concórdia e duas edições da Segunda Aritmética da série Concórdia. Essas aritméticas apresentam algumas propostas de ensino alicerçadas no método intuitivo, enquanto outras refletem a tradição pedagógica da memorização, com ênfase no desenvolvimento de habilidades para o cálculo mental e escrito, com precisão e foco nos algoritmos e procedimentos de cálculo das operações de adição e subtração. As edições da Segunda Aritmética ainda trazem exercícios e problemas contextualizados com a realidade dos alunos das escolas paroquiais luteranas gaúchas e apresentam as provas reais da adição e subtração, destacando-se a ideia da adição e subtração como operações inversas e a prova dos 9.Palavras-chave: História da Educação Matemática. Adição. Subtração. Livros de Aritmética. Cultura Escolar.AbstractThe article discusses the operations of addition and subtraction with natural numbers in the arithmetic edited by Evangelical Lutheran Church of Brazil, through Concordia Publishing House of Porto Alegre, to the Lutheran parochial schools of the 20th century in Rio Grande do Sul. Basing on historical research and on concept of school culture, analyzing the First Arithmetic of the Order and Progress series, the First Arithmetic of the Concordia series and two editions of the Second Arithmetic of the Concordia series. These arithmetic present some teaching proposals grounded in the intuitive method, while others reflect the pedagogical tradition of memorization, with emphasis on the development of skills for the mental and written calculation, with precision and focus in the algorithms and procedures of calculation of the operations of addition and subtraction . The editions of the Second Arithmetic still bring exercises and problems contextualized with the reality of the students of the gaucho Lutheran parochial schools and present the real proofs of addition and subtraction, emphasizing the idea of addition and subtraction as inverse operations and the proof of the 9.Keywords: History of the Mathematics Education. Addition. Subtraction. Arithmetic Books. School Culture.
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Kurland, Theodore E. "The Number Line And Mental Arithmetic." Arithmetic Teacher 38, no. 4 (December 1990): 44–46. http://dx.doi.org/10.5951/at.38.4.0044.

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Some students have easily recognized difficulties with addition and subtraction. Some have no trouble adding or subtracting single-digit numbers when the sums are less than ten (7 + 2, 5 + 4, etc.) but have to resort to their fingers for sums greater than ten (7 + 5, 8 + 6, etc.). Other students have no difficulty adding numbers whose sums are greater than ten, such as 7 + 5, but have difficulty determining their differences, like 12 − 7. Finally, some students have no difficulty adding 7 + 5 or 8 + 4 but cannot mentall y add 17 + 5 or 18 + 4 or recognize the connection between the sum of singledigit numbers and numbers inc reased by orders of ten. Any one or a combination of these difficulties may appear when students compute; moreover, these problems will continue to plague them, curtailing their confidence and development in mathematics and mental arithmetic.
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Castro, Sofía, and Pedro Macizo. "All roads lead to Rome: Semantic priming between language and arithmetic." Journal of Numerical Cognition 7, no. 1 (March 31, 2021): 42–65. http://dx.doi.org/10.5964/jnc.6167.

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This study evaluated the existence of universal principles of cognition, common to language and arithmetic. Specifically, we analysed cross-domain semantic priming between affirmative sentences and additions, and between negative sentences and subtractions. To this end, we developed and tested a new priming procedure composed of prime sentences and target arithmetic operations. On each trial, participants had to read an affirmative or negative sentence (e.g., “The circle is red”, “The square is not yellow”) and select, between two images, the one that matched the meaning of the sentence. Afterwards, participants had to solve a one-digit addition or subtraction (e.g., 7 + 4, 6 – 3), either by selecting the correct result between two possible alternatives (Experiment 1), or by verbalizing the result of the operation (Experiment 2). We manipulated the task difficulty of both the sentences and the operations by varying the similarity between the response options for the sentence (Experiment 1 and 2), and the numerical distance between the possible results for the operation (Experiment 1). We found semantic priming for subtractions, so that participants solved subtractions faster after negative versus affirmative sentences, and this effect was modulated by the difficulty of the operation. This is the first study reporting semantic priming effects between language and arithmetic. The outcomes of this work seem to suggest a shared semantic system between both cognitive domains.
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Kolesnikova, Yu V. "Comparative Analysis of the Effectivenessof the Using of Direct and Generalized Conditional Reinforcement in the Development of a Skill of Solving of Simple Arithmetic Problems in a Child with ASD." Autism and Developmental Disorders 71, no. 2 (2021): 52–58. http://dx.doi.org/10.17759/autdd.2021710206.

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Within the framework of the applied behavior analysis, a comparison of the effectiveness of the direct and the generalized reinforcement was made during the teaching the skill of distinguishing arithmetic operations in mathematical problems. The study was conducted in two phases over two weeks with a 9-year-old girl with autism spectrum disorder (ASD). The first phase included training of multiplication and addition tasks, using tangible reinforcement, compared to the training of the arithmetic performance in division and subtraction tasks, using generalized reinforcement. The second phase included the training of discrimination between different arithmetic operations, but tangible and generalized reinforcements were used in variable mode. The results showed no differences in the effectiveness of both generalized and tangible reinforcements in the teaching process. The participant successfully learned to discriminate between different arithmetic operations as addition, multiplication, subtraction and division in single-component tasks.
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Novokshonov, A. K. "Performance analysis of arithmetic algorithms implemented in C++ and Python programming languages." PROBLEMS IN PROGRAMMING, no. 2-3 (June 2016): 026–31. http://dx.doi.org/10.15407/pp2016.02-03.026.

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This paper presents the results of the numerical experiment, which aims to clarify the actual performance of arithmetic algorithms implemented in C ++ and Python programming languages using arbitrary precision arithmetic. "Addition machine" has been chosen as a mathematical model for integer arithmetic algorithms. "Addition machine" is a mathematical abstraction, introduced by R. Floyd and D. Knuth. The essence of "addition machine" is the following: using only operations of addition, subtraction, comparison, assignment and a limited number of registers it is possible to calculate more complex operations such as finding the residue modulo, multiplication, finding the greatest common divisor, exponentiation modulo with reasonable computational efficiency. One of the features of this implementation is the use of arbitrary precision arithmetic, which may be useful in cryptographic algorithms.
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Georges, Carrie, and Christine Schiltz. "Number line tasks and their relation to arithmetics in second to fourth graders." Journal of Numerical Cognition 7, no. 1 (March 31, 2021): 20–41. http://dx.doi.org/10.5964/jnc.6067.

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Considering the importance of mathematical knowledge for STEM careers, we aimed to better understand the cognitive mechanisms underlying the commonly observed relation between number line estimations (NLEs) and arithmetics. We used a within-subject design to model NLEs in an unbounded and bounded task and to assess their relations to arithmetics in second to fourth grades. Our results mostly agree with previous findings, indicating that unbounded and bounded NLEs likely index different cognitive constructs at this age. Bounded NLEs were best described by cyclic power models including the subtraction bias model, likely indicating proportional reasoning. Conversely, mixed log-linear and single scalloped power models provided better fits for unbounded NLEs, suggesting direct estimation. Moreover, only bounded but not unbounded NLEs related to addition and subtraction skills. This thus suggests that proportional reasoning probably accounts for the relation between NLEs and arithmetics, at least in second to fourth graders. This was further confirmed by moderation analysis, showing that relations between bounded NLEs and subtraction skills were only observed in children whose estimates were best described by the cyclic power models. Depending on the aim of future studies, our results suggest measuring estimations on unbounded number lines if one is interested in directly assessing numerical magnitude representations. Conversely, if one aims to predict arithmetic skills, one should assess bounded NLEs, probably indexing proportional reasoning, at least in second to fourth graders. The present outcomes also further highlight the potential usefulness of training the positioning of target numbers on bounded number lines for arithmetic development.
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Dissertations / Theses on the topic "Arithmetic Addition Subtraction Mathematics Addition Subtraction"

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Cheung, Chi-kit. "Lower primary students' understanding of whole number addition and subtraction." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B31960030.

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Cheung, Chi-kit. "Lower primary students' understanding of whole number addition and substraction /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20058056.

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Cheung, Chi-kit, and 張志傑. "Lower primary students' understanding of whole number addition and subtraction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960030.

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Kyriakidou-Christofidou, Athina. "Teaching addition and subtraction operations with schematic place-value learning aids & the impact on arithmetic competency." Thesis, Saint Louis University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109214.

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The present mixed-methods quasi-experimental study (embedding a case study and a mixed factorial within-between ANOVA test), conducted in a private English school in Limassol, Cyprus, investigated how the use of the schematic learning aids (researcher-made color-coded flash-cards and grids) influence year-2 children's ability to read, write and represent Hindu-Arabic numerals and how these number representations affect their arithmetic competency. This was achieved by comparing an intervention group (n=16) and a control group (n=17) before and after the 2-week intervention.

It is concluded that the use of the place-value learning aids facilitates numeration system conceptual understanding , reading, writing and representing numbers (in canonical and non-canonical form) by thinking in terms of "100s", "10s" and "1s" (or in terms of color-coded cards). Students visually relate the face-value of the digits (e.g. "3" and "5") of the number (e.g. "35") with the number of flash-cards to be used for the canonical representation (three orange cards and five blue cards). Children also understand how "53" differs from "35" or "503". It is further concluded that the use of the learning aids facilitates addition and subtraction performance in terms of "hundreds", "tens" and "ones" (rather than just "ones") either mentally or by constructing canonical and non-canonical representations with the use of the flash-cards and grids or by constructing abstract representations on paper. Students realize that ten cards of one color can be exchanged with one card of another color (or vice versa). Students further understand how "35-2" differs from "35-20" and how "51-32" differs from "52-31".

Quantitative data are in agreement with qualitative data, suggesting that children's arithmetic competency is enhanced when taught how to represent numbers, additions and subtractions with the use of the learning aids. The control group mean score increase from before to after intervention was 1,24 marks, compared to an increase of 11,06 marks for the intervention class. The medium to large Cohen's d effect sizes of 0,51 (comparing the intervention group score increase to the control group score increase) or 0,57 (comparing the intervention group score from before to after) indicate strong practical significance.

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Weedon, Elisabet. "Word problems in primary mathematics : types of difficulties experienced by some 'average' eight and nine year olds, and the effect of manipulating selected structural variables." Thesis, University of Stirling, 1991. http://hdl.handle.net/1893/2137.

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This project investigates primary 4 children's difficulties when solving word problems. It consists of an exploratory study examining the feasibility of using task-based interviews in the school setting; and a main study divided into three phases. The tasks set to the children are selected/adapted word problems from SPNG textbook Stage 2. Phase 1 investigates the difficulties of forty "average" primary 4 children from five different schools. Task-based interviews are used in conjunction with an error analysis. Phase 2 makes structural alterations to six of the most difficult Phase 1 word problems to investigate more closely the possible cause of difficulty. These altered word problems are re-presented to the Phase 1 sample. The original problems are not re-presented to this sample as the task-based interviews allowed for considerable practice of these original problems. Phase 3 took place a year later than Phase 2 and presents the structurally altered word problems alongside the original problems to a different, but similar sample. This sample consists of 126 children from the five schools participating during Phase 1/2. It is suggested that the findings do not support the view that a small unvarying number of variables consistently affect problem difficulty. Rather the sources of difficulty are likely to stem from a number of highly complex interacting sources; and the language itself need not be the block it sometimes appears to be. Informal strategies were evidently important for a significant minority of children, particularly in relation to subtraction problems. This seems well worth investigating further. The use of these strategies suggested that the language of the word problem could be understood when the child could link it to his/her informal strategies. Also, given simpler numbers, the semantic implications of the problem could often be mastered.
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Muckridge, Nicole A. "Adult Learners' Knowledge of Fraction Addition and Subtraction." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1509840626650748.

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Maclellan, Euphemia M. "Teaching addition and subtraction by the method of bidirectional translation : an empirical study." Thesis, University of Stirling, 1990. http://hdl.handle.net/1893/2083.

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Bidirectional Translation, devised by the author, is a structured approach to the teaching of addition and subtraction which aims to give children greater understanding of arithmetical operations. The approach systematically involves both: the translation of numerical representations into hypothetical, real world contexts; and the extraction of the appropriate numerical operations from hypothetical, real world contexts. It is this emphasis on translation from and to both the numerical representation and realistic contexts which gives rise to the name, Bidirectional Translation. An experimental group of 90 primary one children were taught to add and subtract (within 10) by the method of Bidirectional Translation. Post-test comparison of the experimental subjects' performance with that of a control group showed significantly superior performance on the part of the experimental subjects in terms of the utilizability of addition, the evocability of addition, the utilizability of subtraction and the evocability of subtraction for five different classes of verbal context, namely: Part-Part Whole, Separating, Joining, Equalizing and Comparison contexts. In all instances the probability of the results being chance ones were less than 5% and in most, were less than 1%. In both the experimental and control groups, most children performed better when they were required to utilize concepts than when they were required to evoke concepts. Similarly they performed better when they were required to add than when they were required to subtract. The differences, however, were not always significant. It is suggested that the effectiveness of the methodology of Bidirectional Translation is rooted in a structure which allows the child to make his/her thinking explicit and which allows the teacher to monitor this.
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Yeung, Sze-man, and 楊思敏. "Students' understanding of inverse relation between addition and subtraction at primary levels." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369391.

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This article presents the findings of a research which concerned with primary level students’ understanding of arithmetic principles. The objectives of this research were to investigate primary students’ understanding of inverse relation between addition and subtraction and find the possible difficulties when students using inverse relation principle. In this research, “Understanding” involved two aspects: 1. Knowing the fact and here, the fact referred to the knowledge of the inverse relation between addition and subtraction; 2. Ability to identify the situation that related to inverse relation and ability to make use of the inverse relation principle properly in related situation. With this definition, our research not just only concerned the students’ knowledge base, but also concerned how the students analyzed different problems and how they used the principle in different situations. The different situations meant the inverse related questions with different complexity and they were categorized into transparent inverse problems and non-transparent inverse problems. According to the result, students partially understood the inverse principle because they obviously underused the inverse principle in the related problems and they preferred calculating step by step with using column form. We also discovered that their understanding varied among different grades because of their arithmetic experience and the type of the inverse related questions. Basically, students did better in transparent inverse questions than non-transparent inverse questions and higher grade of students had higher level of understanding and they could use the inverse principle properly more often. But, the primary 3 students surprisingly did worse in non-transparent five-term inverse problems than primary 2 students. It may because the students experience and the attitude of analyzing the questions. These findings gave us some insight of teaching arithmetic in primary levels.
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Meijer, Simon. "Huvudräkningsstrategier inom addition och subtraktion : bland elever i årskurs sex." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30796.

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Under den verksamhetsförlagda tiden väcktes intresset för huvudräkning hos mig, ef­tersom eleverna valde att använda sig av miniräknare trots att de hade kunskap om olika huvudräk­ningsstrategier. Enligt skolverket (2011b) skall eleverna vid huvudräkning ta del av olika strategier för att stärka självsäkerheten och tilltron till sin förmåga. Syftet med studien var att undersöka vilken eller vilka strategier som några elever i grundskolan föredrog vid huvudräk­ning inom addition och subtraktion. Undersökningen byggde på en kvalitativ metod och her­meneutiken som teoretisk forskningsansats. Urvalet bestod av ett målinriktat urval kombinerat med ett bekvämlighetsurval och resulterade i tre elever från vardera tre olika skolor och skol­områden. Huvudräkningsuppgifter samt intervjuer användes som datainsamlingsmetod. Data­bearbetningen av intervjuerna har utförts under inspiration av hermeneutiken som bygger på tolkningar. Resultatet av studien visade att inom addition är det strategin talsorter var för sig, algoritm och dubbla som elever föredrar helst. Inom subtraktion varierade eleverna mer vid valet av huvudräkningsstrategier, där de helst föredrar räkna uppåt, algoritm, jämföra, tals­orter var för sig, komplettera, lägga till och räkna neråt. Resultatet visade även att skillnaden mellan skolorna inte var så stor, dock fanns det en liten skillnad mellan skola II och skola III vad gäller strategin räkna uppåt. Skillnaden var att skola II föredrar flera olika strategier av­seende subtraktion. Det framgår tydligt att eleverna har en god kunskap om olika huvudräk­ningsstrategier vid addition och subtraktion. Enligt eleverna är det på grund av att lärarna i sin undervisning hade gått igenom olika strategier inom huvudräkning.
During my practical training periods I became interested in mental arithmetic because I expe­rienced that the students chose calculators despite their knowledge of mental arithmetic strat­egies. According to skolverket (2011b) students shall take part of different strategies to strengthen their selfconfidence and belief in their own ability. The purpose of this study was to identify which strategies some students in middle school choose when they are practising mental arithmetic in addition and subtraction. The study was based on a qualitative method and hermeneutic as a theoretical approach. The sample consisted of a targeted selection in combination with a convenience selection and resulted in three students from each of three different schools and school areas. Mental arithmetic tasks and interviews were used as data collection method. Data processing of the interviews has been processed using hermeneutics method and is based on interpretation. The result of the study showed that partitioning num­bers, algorithm and double was the most common mental arithmetic strategies in addition. When it comes to strategies in subtraction the students varied more and the most common was counting upwards, algorithm, compare, partitioning numbers, complementary addition and counting back from. The result also showed that there was no significant difference between the schools except school II and III when it comes to the strategy counting upwards. The dif­ference was that school II uses several different strategies when performing subtractions. It was rather clear that the students in this study had a good knowledge of various mental arithmetic strategies for addition and subtraction, and according to themselves it was a consequence of the various strategies in mental arithmetics, that their teachers had taught them.
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Bailey, Jodie Angela. "Strategies Used by Grade 4 Students to Solve Three-Digit Addition and Subtraction Problems of Varying Format." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366149600.

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Books on the topic "Arithmetic Addition Subtraction Mathematics Addition Subtraction"

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Enright, Brian E. Addition of decimals ; Subtraction of decimals. North Billerica, MA: Curriculum Associates, 1985.

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Super sums: Addition, subtraction, multiplication and division. New York, NY: Children's Press, 2018.

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Enright, Brian E. Conversion of fractions ; Addition of fractions ; Subtraction of fractions. North Billerica, MA: Curriculum Associates, 1985.

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Economopoulos, Karen. Putting together and taking apart: Addition and subtraction. Menlo Park, Calif: Dale Seymour Publications, 1998.

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Jo, Russell Susan, and TERC (Firm), eds. Putting together and taking apart: Addition and subtraction. Glenview, Ill: Scott Foresman, 2006.

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Baycura, Debra. Patchwork math 1: 100 addition and subtraction reproducibles. New York: Scholastic Professional Books, 1990.

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Klein, Anton Steven. Flexibilization of mental arithmetic strategies on a different knowledge base: The empty number line in a realistic versus gradual program design. [Leiden: Leiden University, 1998.

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Solving word problems in the primary grades: Addition and subtraction. Reston, Va: National Council of Teachers of Mathematics, 1988.

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Burk, Donna. Box it or bag it mathematics: Place value addition & subtraction. Salem, Or. (P.O. Box 3226, Salem 97302): Math Learning Center, 1988.

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Submarines: Use place value understanding and properties of operations to perform multi-digit arithmetic. New York: PowerKids Press, 2015.

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Book chapters on the topic "Arithmetic Addition Subtraction Mathematics Addition Subtraction"

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Lloris Ruiz, Antonio, Encarnación Castillo Morales, Luis Parrilla Roure, Antonio García Ríos, and María José Lloris Meseguer. "Addition and Subtraction." In Arithmetic and Algebraic Circuits, 221–56. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67266-9_5.

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Kilhamn, Cecilia. "Different Differences: Metaphorical Interpretations of “Difference” in Integer Addition and Subtraction." In Research in Mathematics Education, 143–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90692-8_6.

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Stacey, Kaye. "Commentary on Chapters 4 to 7: Students’ Learning of Integer Addition and Subtraction Using Models." In Research in Mathematics Education, 269–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90692-8_12.

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Ramasubramanian, K., Takao Hayashi, Clemency Montelle, and Setsuro Ikeyama. "An application of the addition and subtraction formula for the Sine in Indian astronomy." In Sources and Studies in the History of Mathematics and Physical Sciences, 301–19. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6034-3_15.

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Sesiano, Jacques. "Chapter (A–IX) on the Determination of roots, and on their multiplication, division, subtraction, addition, and other related subjects." In Sources and Studies in the History of Mathematics and Physical Sciences, 748–75. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03940-4_43.

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Fuson, Karen C., and Yeping Li. "Learning Paths and Learning Supports for Conceptual Addition and Subtraction in the US Common Core State Standards and in the Chinese Standards." In Mathematics Curriculum in School Education, 541–58. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7560-2_25.

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Fuson, Karen C. "Research on Learning and Teaching Addition and Subtraction of Whole Numbers." In Analysis of Arithmetic for Mathematics Teaching, 53–187. Routledge, 2020. http://dx.doi.org/10.4324/9781315044606-2.

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"Addition and subtraction of negative numbers using extensions of the metaphor “arithmetic as motion along a path”." In Nordic Research in Mathematics Education, 17–23. Brill | Sense, 2009. http://dx.doi.org/10.1163/9789087907839_004.

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Selikowitz, Mark. "Arithmetic." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0014.

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Specific difficulties have been described in a number of areas of mathematics, but difficulty in arithmetic has received the most attention. This may be because all children are required to do arithmetical calculations in the early years of school, but can choose alternative subjects later, and it probably also reflects the fact that arithmetical calculations play an important part in everyday life. Another reason may be that arithmetical difficulty following brain damage in adulthood (dyscalculia) is a well-recognized and well-studied entity. This chapter will focus on specific arithmetic difficulty in children, that is, unexplained, significant delay in arithmetic ability. Although specific arithmetic difficulty was once considered rare, there is now evidence that it is not as uncommon as was previously thought. The psychologist may obtain sufficient information about the child’s arithmetical ability from the Arithmetic section (sub-test) of the Wechsler Intelligence Scale for Children (WISC-IV). This is a commonly used intelligence test that can be used for children from 6 years to 16 years 11 months. This test does not require the child to write down the answers. The problems are timed and they relate to various arithmetical skills. Addition, subtraction, multiplication, and division can all be tested. Some problems also require memorized number facts and subtle operations, such as seeing relevant relationships at a glance. The emphasis of the test is not on mathematical knowledge as such, but on mental computations and concentration. The WISC-IV will also give the psychologist information about other abilities, which may shed light on the child’s difficulties. In the Digit Span sub-test, the child’s ability to remember numbers for a short period is tested. In the Comprehension sub-test, verbal reasoning is involved. If, for example, a child has high comprehension but low arithmetic scores, this may suggest that reasoning ability is adequate in social situations, but not in situations involving numbers. If the psychologist wants further information on arithmetic ability, there are a number of tests that specifically test mathematical skills and allow these to be compared with those of other children of the same age.
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"Addition and Subtraction." In Arithmetic and Logic in Computer Systems, 29–52. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2005. http://dx.doi.org/10.1002/0471728519.ch2.

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Conference papers on the topic "Arithmetic Addition Subtraction Mathematics Addition Subtraction"

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Qonita, Qori, Ary Setijadi Prihatmanto, and Aciek Ida Wuryandari. "Vidyanusa game utilization on arithmetic sequence and addition subtraction of integers to improve mathematics learning outcomes of junior high school students (Case study in SMPN 31 Bandung)." In 2015 4th International Conference on Interactive Digital Media (ICIDM). IEEE, 2015. http://dx.doi.org/10.1109/idm.2015.7516322.

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Rudnicki, Kamil, and Tomasz P. Stefanski. "Implementation of Addition and Subtraction Operations in Multiple Precision Arithmetic." In 2019 MIXDES - 26th International Conference "Mixed Design of Integrated Circuits and Systems". IEEE, 2019. http://dx.doi.org/10.23919/mixdes.2019.8787156.

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Yuhui, Ma, Zhou Ying, Cui Guangzuo, Ren Yun, and Huang Ronghuai. "Frame-Based Calculus of Solving Arithmetic Multi-Step Addition and Subtraction Word Problems." In 2010 Second International Workshop on Education Technology and Computer Science. IEEE, 2010. http://dx.doi.org/10.1109/etcs.2010.316.

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Naziri, Siti Zarina Md, Rizalafande Che Ismail, and Ali Yeon Md Shakaff. "Arithmetic addition and subtraction function of logarithmic number system in positive region: An investigation." In 2015 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2015. http://dx.doi.org/10.1109/scored.2015.7449376.

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Robertson, James E. "Error detection and correction for addition and subtraction, through use of higher radix extensions of hamming codes." In 1987 IEEE 8th Symposium on Computer Arithmetic (ARITH). IEEE, 1987. http://dx.doi.org/10.1109/arith.1987.6158714.

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Foran, Alexandra, and Rachael M,. "Error patterns in prospective K-8 teachers’ posing of multi-step addition and subtraction word problems." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-252.

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Muslimin, Ratu Ilma Indra Putri, Zulkardi, and Nyimas Aisyah. "Actualization Islamic Values in Learning About Addition, Subtraction, and Multiplication of Integers with Approach of Realistic Mathematics Education to Develop Students Character." In International Conference on Mathematics and Islam. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008519101800187.

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Sujarwo, Markus, Sudiyanto, and Sandra Bayu Kurniawan. "Analysis on Mathematics Learning Misconceptions of the Second-Grade Students of Elementary School in Addition and Subtraction Integer Topics." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.095.

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Ganguly, Soumya, Abhishek Mittal, Syed Ershad Ahmed, and M. B. Srinivas. "A unified flagged prefix constant addition-subtraction scheme for design of area and power efficient binary floating-point and constant integer arithmetic circuits." In 2014 IEEE Asia Pacific Conference on Circuits and Systems (APCCAS). IEEE, 2014. http://dx.doi.org/10.1109/apccas.2014.7032721.

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De Abreu Porcellis, Diego, Marcelo Siedler, and Marizele Garcia. "LUDUS-Desenvolvimento de um Jogo para Auxiliar no Aprendizado de Matemática para Alunos com Autismo." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p615-618.

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The present work was created from the need to develop educational tools that can be used in the Multimedia Resource Rooms of the Bagémunicipal education network, especially with children with autism. The software requirements were defined from meetings with the team of teachers and professionals who work in the Specialized Educational Service of General Emilio Luiz Malletschool, chosen as pilot of this project because it is one of the first schools to be contemplated with the classroom. resources. Among the listed requirements was prioritized to attend students aged 8-12 years and activities related to the four fundamental operations of mathematics: addition, subtraction, multiplication and division. As the purpose of the app is to support the teaching of students in the early grades of elementary school with autism. Thus, after the definition of the contents and the type of application, began to study the autistic universe and its particularities so that it was possible to design and develop an attractive game for this student
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