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dc.contributor.authorYoung-Loveridge, Jennifer
dc.contributor.authorMills, Judith Patricia
dc.date.accessioned2012-02-09T22:19:33Z
dc.date.available2012-02-09T22:19:33Z
dc.date.issued2011
dc.identifier.citationYoung-Loveridge, J. & Mills, J. (2011). Supporting students' additive thinking: The use of equal additions for subtraction. Set: Research Information for Teachers, 1(1), 51-60.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/6007
dc.description.abstractThis paper looks at how teachers can support students' additive thinking. It reports on a study of a lesson designed to teach the equal additions strategy for subtraction, contained in Numeracy Development Project (NDP) Book 5. Nine teachers were observed teaching mathematics. Despite having a strong commitment to promoting conceptual understanding, many teachers struggled with various aspects of the material and resorted to teaching procedurally. We concluded that teachers need to have a deeper, more connected understanding of addition and subtraction in order to develop their pedagogical content knowledge in mathematics.en_NZ
dc.language.isoen
dc.publisherNZCER Pressen_NZ
dc.relation.urihttp://www.nzcer.org.nz/nzcerpress/set/articles/supporting-students-additive-thinking-use-equal-additions-subtractionen_NZ
dc.subjectacademic achievementen_NZ
dc.subjectmathematicsen_NZ
dc.subjectstudy and teachingen_NZ
dc.subjectresearchen_NZ
dc.subjectadditionen_NZ
dc.titleSupporting students' additive thinking: The use of equal additions for subtractionen_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfSet: Research Information for Teachersen_NZ
pubs.begin-page51en_NZ
pubs.elements-id36101
pubs.end-page60en_NZ
pubs.volume1en_NZ


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