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.
Ninetytwo 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
missingaddend 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 secondgrade 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

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