Description:
We investigate teacher responses to students' informal methods of subtraction and provide evidence that relatively few teachers in our sample properly interpret what Fuson (1984) has called the cardinal method and furthermore negatively appraise student work of this nature, requesting instead the use of the measurement method. If students are to be supported in their early learning of mathematics, interventions for teacher professional learning may be suggested in the teacher responses.

Full Conference Paper

Hanby_SubtractionPaper_NCTM.pdf (340.3 kB)