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Solution strategies: Subtraction number facts

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Abstract

In two parallel one-year studies, solution strategies for subtraction number facts and achievement patterns of matched groups of first graders in two different instructional programs were examined. The experimental program emphasized strategies for answering unknown facts. Control group instruction emphasized drill as the dominant approach. Children were interviewed individually every three weeks during a five month period and given written follow-up tests. Significant differences between groups in the number of memorized facts and in children's approaches to deriving answers to unknown facts were found favoring the strategy approach.

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Authors and Affiliations

  1. Mathematics Department, Illinois State University, College of Arts and Sciences, 61761, Normal, Illinois, U.S.A.

    Carol A. Thornton

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  1. Carol A. Thornton
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Additional information

This project was jointly sponsored by the U.S. Department of Education (Grant No. G008301694, Project No. 019JH50034) and Illinois State University. Other members of the research team included: Paula Smith, Mack Bowen and Margaret Black, Department of Specialized Educational Development; Wanda Burns, Andrea Davison, Rene Mandeville, Krista Conley and Marcy Yackle, undergraduate honors students; Susan Wallace, Jane Kwan and Michael Potts, graduate honors students. The author is particularly indebted to John Dossey for his comments on an earlier version of this paper, especially for his helpful suggestions for modifying the data analysis.

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Thornton, C.A. Solution strategies: Subtraction number facts. Educ Stud Math 21, 241–263 (1990). https://doi.org/10.1007/BF00305092

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