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National Curriculum: Addition and Subtraction - Year 4 - Articles

Created on 14 October 2013 by ncetm_administrator
Updated on 08 March 2016 by ncetm_administrator


A thought provoking article by Ian Thompson, who deconstructs the primary national strategy’s approach to written subtraction.

(This article is only available to full ATM members on the site.)

Ian Sugarman highlights a mental strategy for subtraction overlooked by the primary strategy, that offers a more child- friendly alternative to decomposition.

(This article is only available to full ATM members on the site.)

This article is based on interviews with Key Stage Two teachers about how they use number resources. It concentrates on one resource advocated by the Numeracy Strategy, the number line and one resource which now has a lower profile, base ten blocks. Particular attention is paid to the use of resources in teaching calculation. Findings show that most teachers make use of the number line, often to teach calculation. Base ten blocks are used for teaching calculation by some teachers, though approximately half make no use of them. However, closer analysis suggests that teachers have different levels of understanding both about how number lines might aid calculation and about the place of standard written methods of calculation.

The empty numberline was introduced as a new model in Realistic Mathematics Education (RME), after discussions in the Netherlands how best to improve the basic skills up to 100. This research explores the value of the number line and looks at alternative models.


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