Subtraction with Regrouping
Subtraction with Regrouping
Abstract
This literature review focuses on two-digit subtraction with regrouping. Many students struggle with this concept and place value is a major stumbling block for students trying to master subtraction. This paper will also show that delaying the introduction to the traditional algorithm and allowing students to use their invented strategies as well as paying attention to the concrete-representational-abstract instructional sequence help students overcome the obstacles to learning subtraction computations. In addition, studies by Ma, Chick, Pham, and Baker show that teacher content knowledge also effects how students learn two-digit subtraction.
Subtraction with Regrouping
Introduction
Research shows that many students struggle with learning subtraction with regrouping. This difficulty typically arises because the students do not understand the concept of place value in addition to composing and decomposing numbers. This document examines the importance of place value understanding, the use of invented strategies and the utilization of concrete-representational-abstract (CRA) instructional sequence as well as the traditional subtraction strategy. This literature review also discusses how teacher content knowledge impacts student learning of subtraction with regrouping.
The Importance of Place Value Developing students’ place value understanding for whole numbers begins in Kindergarten and continues to build through second grade. In grade two, according to the 2006 Curriculum Focal Points, students develop an understanding of the base-ten numeration system and place value-concepts, in addition to developing fluency with efficient procedures for multi-digit addition and subtraction (p. 14). As a part of this place value development, students begin to work at composing and decomposing numbers in a wide variety of ways as they solve subtraction problems with two-digit numbers. Most textbooks for grades one to
Abstract
This literature review focuses on two-digit subtraction with regrouping. Many students struggle with this concept and place value is a major stumbling block for students trying to master subtraction. This paper will also show that delaying the introduction to the traditional algorithm and allowing students to use their invented strategies as well as paying attention to the concrete-representational-abstract instructional sequence help students overcome the obstacles to learning subtraction computations. In addition, studies by Ma, Chick, Pham, and Baker show that teacher content knowledge also effects how students learn two-digit subtraction.
Subtraction with Regrouping
Introduction
Research shows that many students struggle with learning subtraction with regrouping. This difficulty typically arises because the students do not understand the concept of place value in addition to composing and decomposing numbers. This document examines the importance of place value understanding, the use of invented strategies and the utilization of concrete-representational-abstract (CRA) instructional sequence as well as the traditional subtraction strategy. This literature review also discusses how teacher content knowledge impacts student learning of subtraction with regrouping.
The Importance of Place Value Developing students’ place value understanding for whole numbers begins in Kindergarten and continues to build through second grade. In grade two, according to the 2006 Curriculum Focal Points, students develop an understanding of the base-ten numeration system and place value-concepts, in addition to developing fluency with efficient procedures for multi-digit addition and subtraction (p. 14). As a part of this place value development, students begin to work at composing and decomposing numbers in a wide variety of ways as they solve subtraction problems with two-digit numbers. Most textbooks for grades one to