Unformatted text preview: A volunteer quickly explained why a 4 had to go in the
next box, and the five classes took 4 to 7 minutes for the entire test.
Ninety-two percent of the first graders handed in papers that had either
no errors (85%) or only one error (7%). The five classes produced similar per
centages, and the first graders thus demonstrated their ability to solve written
missing-addend problems without any formal instruction. Representation 35 Eight of the 110 children (7%) demonstrated their difficulty either by leav
ing the boxes empty or by writing in what appeared to be sums or random num
bers. I hypothesized that in second grade if these children did not receive any
instruction in missing addends, their thinking would still advance to a level of
being able to answer these questions.
In second grade in September, I attempted to find the 8 children who
had demonstrated difficulty, but 4 had moved away. The second-grade teach
ers of the remaining 4 children were asked if, and when, they planned to teach
missing addends. The same 6 problems were given to the 4 children in Feb
ruary and March, before their tea...
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This document was uploaded on 03/13/2014.
- Spring '14