TY - JOUR
T1 - Special education students’ use of indirect addition for solving subtraction problems up to 100
AU - Peltenburg, M.C.
AU - van den Heuvel-Panhuizen, M.H.A.M
AU - Robitzsch, A.
PY - 2012
Y1 - 2012
N2 - 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 addingon
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.
AB - 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 addingon
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.
U2 - 10.1007/s10649-011-9351-0
DO - 10.1007/s10649-011-9351-0
M3 - Article
SN - 0013-1954
VL - 79
SP - 351
EP - 369
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
IS - 3
ER -