Longitudinal development of subtraction performance in elementary school. (5th October 2017)

• Record Type: Journal Article
• Authors: Artemenko, Christina; Pixner, Silvia; Moeller, Korbinian; Nuerk, Hans‐Christoph
• Other Names: Simms Victoria guestEditor.
• Is Part Of: British journal of developmental psychology. Volume 36:Number 2(2018)
• Page Start: 188
• Page End: 205
• Publication Date: 2017-10-05
• Subjects: borrow effect -- elementary school children -- numerical development -- place‐value computation -- subtraction performance; Developmental psychology -- Periodicals; 155
• DOI: 10.1111/bjdp.12215
• Languages: English
• ISSNs: 0261-510X

Abstract

Abstract : A major goal of education in elementary mathematics is the mastery of arithmetic operations. However, research on subtraction is rather scarce, probably because subtraction is often implicitly assumed to be cognitively similar to addition, its mathematical inverse. To evaluate this assumption, we examined the relation between the borrow effect in subtraction and the carry effect in addition, and the developmental trajectory of the borrow effect in children using a choice reaction paradigm in a longitudinal study. In contrast to the carry effect in adults, carry and borrow effects in children were found to be categorical rather than continuous. From grades 3 to 4, children became more proficient in two‐digit subtraction in general, but not in performing the borrow operation in particular. Thus, we observed no specific developmental progress in place‐value computation, but a general improvement in subtraction procedures. Statement of contribution What is already known on this subject? The borrow operation increases difficulty in two‐digit subtraction in adults. The carry effect in addition, as the inverse operation of borrowing, comprises categorical and continuous processing characteristics. What does this study add? In contrast to the carry effect in adults, the borrow and carry effects are categorical in elementary school children. Children generally improve in subtraction performance from grades 3 to 4 but do not progress in place‐value computation in particular.