SUBTRACTION IS NOT JUST TAKE-AWAY
There is often a misconception that subtraction is simply take-away, implying separation is the only method to understanding subtraction problems. This is false and misleading, and as Olsen, 1968, explores throughout his article there is no one correct procedure for arriving at a solution but a range of processes that allow us to make connections between the known and unknown.
When teaching and learning subtraction it is important to understand that it represents more than simply ‘take-away’. As Fuson, 1984, describes throughout her article there are at least four different real-world situations when considering subtraction problems and all are equally important to mastering subtraction. |
There are a number of different subtraction strategies that students need to learn and understand. These include:
As teachers it is our responsibility to help students grasp all aspects of subtraction to enable them to complete more complex mathematical problems. Research indicates that the separation method is the easiest for children to learn; however, as we associate this process with the words ‘take away’ many children assume it is the only method, ultimately leading to the misunderstanding of other subtraction strategies (Reys, et al., 2012). Therefore we must eliminate this notion of ‘just take-away’ and instead introduce students to the many different ways they can address and solve subtraction problems. |