The Construction of Logic in School Subjects: The Case of Multidigit Subtraction.

Autor/in	Cauley, Kathleen M.
Institution	Virginia Commonwealth Univ., Richmond.
Titel	The Construction of Logic in School Subjects: The Case of Multidigit Subtraction.
Quelle	(1986), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Algorithms; Concept Formation; Elementary School Mathematics; Fundamental Concepts; Grade 2; Grade 3; Mathematical Logic; Mathematics Education; Mathematics Skills; Primary Education; Problem Solving; Subtraction + Suchen Sie Ihr Suchwort? Algorithm; Algorithmus; Concept learning; Begriffsbildung; Elementare Mathematik; Schulmathematik; Grundlagenplan; Konzept; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Mathematical logics; Mathematische Logik; Mathematische Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Primarbereich; Problemlösen; Subtraktion
Abstract	This paper presents an examination of the construction of logic in multidigit subtraction. Interviews were conducted with 90 grade 2 and grade 3 students to determine whether they understood the logic of borrowing and whether the construction of the logic was related to procedural expertise or corresponding conceptual knowledge. Of 34 students identified as proficient, only 12 recognized that the value of the first number in the subtraction problem is conserved during the borrowing procedure. Responses to questions about the values exchanged during regrouping suggest that conceptual knowledge does not distinguish those who understand the logic of borrowing from those who do not. Students who demonstrated procedural proficiency with the subtraction algorithm also demonstrated higher levels of conceptual and logical knowledge about borrowing than those who were less proficient. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01