Some mental notes on mental addition

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    Abstract

    Popular descriptions of how children secure the answers to addition operations, may be contributing to confused thinking. Distinctions appear to be made between adding ‘on paper’, ‘with a calculator’ and ‘with concrete materials’. Such distinctions are real only in the sense that they distinguish between the trappings of addition. This may well be deflecting us from the more essential issue, which is the nature of the mental strategies children use when adding.
    Original languageEnglish
    Pages (from-to)18-21
    Number of pages4
    JournalSupport for Learning
    Volume10
    Issue number1
    DOIs
    Publication statusPublished - Feb 1995

    Keywords

    • mental addition
    • mathematics
    • primary mathematics
    • education
    • learning
    • teaching

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