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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]
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.
In addition to promoting positive peer relationships, successfully managing the social environment of the kindergarten classroom also contributes to more positive academic outcomes. [5] Through more positive social interactions, children are better able to access the resources that they need to thrive in the classroom setting. [ 5 ]
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For example, through the standard addition algorithm, the sum can be obtained by following three rules: a) line up the digits of each addend by place value, longer digit addends should go on top, b) each addend can be decomposed -- ones are added with ones, tens are added with tens, and so on, and c) if the sum of the digits of the current place value is ten or greater, then the number must be ...
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