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Subsequent research confirmed that Felicia’s strategy is the primary transition between more basic informal addition strategies and the advanced strategy of counting-on from the larger addend—sometimes called the MIN strategy because counting is minimized by counting on a number of times equal to the smaller added. [4] [5]
Example of addition with carry. The black numbers are the addends, the green number is the carry, and the blue number is the sum. In the rightmost digit, the addition of 9 and 7 is 16, carrying 1 into the next pair of the digit to the left, making its addition 1 + 5 + 2 = 8. Therefore, 59 + 27 = 86.
Doubles: Adding a number to itself is related to counting by two and to multiplication. Doubles facts form a backbone for many related facts, and students find them relatively easy to grasp. [36] Near-doubles: Sums such as 6 + 7 = 13 can be quickly derived from the doubles fact 6 + 6 = 12 by adding one more, or from 7 + 7 = 14 but subtracting ...
In mathematics education, there was a debate on the issue of whether the operation of multiplication should be taught as being a form of repeated addition.Participants in the debate brought up multiple perspectives, including axioms of arithmetic, pedagogy, learning and instructional design, history of mathematics, philosophy of mathematics, and computer-based mathematics.
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