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This paper discusses subtraction as ‘difference’ and ‘take away’ and includes Tim Rowland’s unease with the use of difference. He explains his objections and gives a plea for a change in the way UK practitioners refer to this aspect of subtraction.
In this analysis of collected data on the teaching and learning of addition in Reception and Year One classes, Alison Price attempts to characterise how the teacher represents mathematics to the children and the children's responses in understanding and learning.
The findings from this study indicate that, when prompted, children who employ only basic calculation procedures have the capability to recognise and use addition in problem solving. It also highlights the need to develop pedagogical approaches that enable low-attaining children's conceptual capabilities and support the use of these in the kinds of concept-based strategies that are most typically ascribed to high-attaining children.