Olsen, 1968, defines subtraction as "separating a group of objects from a larger group of similar objects” (p. 56). However, generally in mathematics we think of subtraction in terms of addition, where 6 take away 2 is the answer to the question 'what number added to 2 gives 6?' (Willending, 1966). There is a clear relationship between the two, addition and subtraction, and this connection should be taught to students to enhance their understanding of both (Reys, et al., 2012).
Subtraction is apart of our everyday lives and therefore an important concept to develop early. We need to understand how to subtract in order to engage with society effectively as we use subtraction when dealing with money, cooking, travel and time, among countless other daily experiences.
Reys, et al., 2012, explores the notion that subtraction, along with other basic mathematics such as addition, provides a foundation for all later work with computation, only adding to its necessity and making it a vital part of the primary curriculum.
The Australian Curriculum Assessment and Reporting Authority (ACARA), also recognises this importance as teaching children to subtract is one of the first mathematical tasks taught in schools and constitutes a sizeable focus of mathematics instruction in the primary grades (Gutstein & Romberg, 1995). By year two students are required to use a variety of efficient mental and written strategies as well as recognise the relationship between addition and subtraction (ACARA, 2013).
Reys, et al., 2012, explores the notion that subtraction, along with other basic mathematics such as addition, provides a foundation for all later work with computation, only adding to its necessity and making it a vital part of the primary curriculum.
The Australian Curriculum Assessment and Reporting Authority (ACARA), also recognises this importance as teaching children to subtract is one of the first mathematical tasks taught in schools and constitutes a sizeable focus of mathematics instruction in the primary grades (Gutstein & Romberg, 1995). By year two students are required to use a variety of efficient mental and written strategies as well as recognise the relationship between addition and subtraction (ACARA, 2013).