SPECIFICS OF TEACHING THE INVERSE RELATIONS BETWEEN THE ARITHMETIC OPERATIONS ADDITION AND SUBTRACTION DURING THE EDUCATION IN MATHEMATICS IN GRADE 1

Authors

  • Maria Temnikova Trakia University, Faculty of Education, Stara Zagora

DOI:

https://doi.org/10.12955/pss.v2.242

Keywords:

inverse connections, arithmetic operations addition and subtraction

Abstract

One of the fundamental knowledge in mathematics in Primary school is related to the arithmetic operations addition and subtraction. According to the educational programs in mathematics in the Republic of Bulgaria, students start studying these operations in grade 1.

The article presents theoretical concepts affecting studying the arithmetic operations addition and subtraction in the education in mathematics at a primary school.

The research work identified the specifics of studying the inverse connections between the arithmetic operations addition and subtraction in the education in mathematics for grade 1 are also presented. Some of the significant tasks with importance for discovering the relations between the forward operation addition and the reverse operation subtraction were proposed in the study. A new methodology system of work with tasks where these relations are used was developed and tested.

The author studied the knowledge, skills, and competencies of the grade 1 students to solve arithmetic operations addition and subtraction tasks. After the exit diagnostic, it was found out that the students of the class where the new methodology system of work was applied during their education in mathematics have got a higher level of knowledge and skills from competency Cluster Numbers in respect of the arithmetic operations addition and subtraction. 

The use of mathematical tasks with reverse relations between the arithmetic operations addition and subtraction help the students to develop both the overall mathematical knowledge and the logical thinking of the first-graders.

References

Angelova, Vl. (2013), Metodika na izuchavane na vzaimovrazkite mezhdu aritmetichnite deystvia v nachalnoto obuchenie po matematika [Methods of studying the relations between arithmetic operations in primary education in mathematics]. Management and education, vol. IX (3), 18-20.

Bogdanova,M., M. Temnikova, (2016). Matematika za parvi klas [Mathematics for grade 1]. Sofia, Bulgaria: Klet, Bulvest 2000 Publisher, 22, 33, 57, 68, 81, 96, 103.

Bogdanova,M., M. Temnikova, (2016). Tetradka № 2 po matematika za parvi klas [Notebook No.2 in mathematics for Grade 1]. Sofia, Bulgaria: Klet, Bulvest 2000 Publisher, 22.

Campbell, J. I. D. (2008). Subtraction by addition. Memory & Cognition, 36 (6), 1094.

Erniedev, P. M., B. P. Erniedev, (1986). Ukrupnenie didakticheskih edinits v obuchenie matematike [Consolidation of the didactical units in education in mathematics]. M., Prosveshtenie editor.

Kllogjeri, P., L. Kllogjeri, (2015). Dynamic Models for Addition and Subtraction. Open Access Library Journal, 2: e1814. http://dx.doi.org/10.4236/oalib.1101814.

Mastrothanasis, K., A. Geladari, K. Zervoudakis, P. Strakalis, (2018). Primary school pupils’ strategies for mental addition and subtraction computations. International Journal of Education and Research, Vol. 6 No. 8.

Mukunthan, Th. (2021). Primary school children’s errors in addition, Asian Journal of Multidimensional Research, Vol 10, Issue 3.

Munasinghe, D.M.W. (2013). A study on error patterns in “Addition” in primary school children (7 years old children). Merit Research Journal of Education and Review 1 (7).

Novakova, Z. (2004). Metodika na obuchenieto po matematika v nachalnite klasove [Methodology of education in mathematics in Primary school]. Hermes editor, 131.

Nunes, T., P. Bryant, D. Hallett, D. Bell, D. Evans, (2009). Teaching children about the inverse relation between addition and subtraction. Mathematical Thinking & Learning, 11(1/2).

Parwines, Z., A. Noornia, (2019). Is it required to remove borrowing techniques in clearly subtraction operations in elementary school? Journal of Physics: Conference Series 1157 042076.

Stigler, J. W., K. C. Fuson, M. Ham, M. S. Kim, (1986). An Analysis of Addition and Subtraction Word Problems in American and Soviet Elementary Mathematics Textbooks. Cognition and Instruction.

Thirunavukkarasu M., S. Senthilnathan, (2014). Effectiveness of bar model in enhancing the learning of mathematics at primary level. International Journal of Teacher Educational Research (IJTER), Vol.3 No.1.

Torbeyns, J., Gr. Peters, B. De Smedt, P. Ghesquièreb, L. Verschaffel, (2018). Subtraction by Addition Strategy Use in Children of Varying Mathematical Achievement Level: A Choice/No-Choice Study. Journal of Numerical Cognition, Vol. 4(1).

Downloads

Published

2021-10-24

How to Cite

Temnikova, M. . (2021). SPECIFICS OF TEACHING THE INVERSE RELATIONS BETWEEN THE ARITHMETIC OPERATIONS ADDITION AND SUBTRACTION DURING THE EDUCATION IN MATHEMATICS IN GRADE 1. Proceedings of CBU in Social Sciences, 2, 331-337. https://doi.org/10.12955/pss.v2.242
صندلی اداری سرور مجازی ایران Decentralized Exchange
فروشگاه اینترنتی صندلی اداری جوراب افزایش قد ژل افزایش قد