2026-09-20T18:33:14Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/44487 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Baroody, Arthur J. Baroody, Arthur J. Lubienski, Sarah T. Walsh, Daniel J. Wang, Michelle Y. Paliwal, Veena 2013-05-24T22:17:58Z 2013-05-24T22:17:58Z 2013-05 2013-05-24T22:17:58Z 2013-05 The present study involved investigating knowledge and use of the addition-subtraction complement principle (if a + b = c, then c – b = a or c – a = b) by pupils in grades kindergarten to 3. Eighty-one children from three public schools serving a mid-western community participated in the study. Participants were assigned randomly to one of the three conditions: (a) structured training on the complement principle, (b) unstructured subtraction practice, and (c) structured training on a different topic (9 + 7 = ? can be answered knowing 10 + 7 = 17). A computational shortcut task was used to gauge participants’ understanding of the complement principle and their reliable use of the principle. The rationale for the task was that children who know a mathematical relation will use this knowledge to eliminate or minimize computational effort. The task entailed first presenting a “helper item,” such as 7 + 7 = 14 (or a “non-helper” item, such as 8 + 5 = 13), and then leaving it in view when a target problem such as 14 – 7 = ? was presented. Quantitative analyses revealed that the structured-subtraction group outperformed the comparison groups on knowledge of the complement principle and the efficient, appropriate, and adaptive use of the principle as a computational shortcut. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2013-04-18T21:42:45Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Paliwal_Veena.pdf: 3335072 bytes, checksum: ba3a0be23315d980f86d75d581ebdd9f (MD5) Made available in DSpace on 2013-05-24T22:17:58Z (GMT). No. of bitstreams: 2 VEENA_PALIWAL.pdf: 3422301 bytes, checksum: f015fef9cbe0bb928c1381304412c664 (MD5) license.txt: 4065 bytes, checksum: 7bd86de0e5650e9fae1c051884ef0dea (MD5) Restriction data tranferred 2014-07-01T11:36:19-05:00 Original Data Group with Access UIUC Users [automated] Release Date: 2015-05-24 17:18:31 UTC Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Seth Robbins (srobbins@illinois.edu) on 2013-05-24T22:19:23Z Item is restricted until 2015-05-24T22:18:31Z Open http://hdl.handle.net/2142/44487 en Copyright 2013 Veena Paliwal shortcut task subtraction facts addition facts Fostering fluency with basic addition and subtraction facts text Curriculum and Instruction 1613 Curriculum and Instruction 1144 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Curriculum & Instr -UIUC 10KS1144PHD