Early use of decomposition for addition and its relation to base-10 knowledge |
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| Institution: | 1. University of Michigan, 610 E. University Avenue, Ann Arbor, MI 48104, United States;2. New York University, 726 Broadway, 5th Floor, New York, NY 10003, United States;2. Alberta Centre for Child, Family, and Community Research, Edmonton, AB, Canada;1. Tufts University, United States;2. Stanford University, United States;3. Claremont Graduate University, United States;4. Ball State University, United States;5. Oregon State University, United States;1. Department of Child Psychology and Education, Sungkyunkwan University, 25-2 Sungkyunkwan-ro, Jongno-gu, Seoul, South Korea;2. Department of Human Development and Family Science, University of Georgia, 403 Sanford Dr, Athens, GA, USA |
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| Abstract: | The early use of decomposition for addition has been linked to future mathematics achievement. The present study examined kindergartners' performance on addition problems, focusing on their use of the decomposition strategy and the factors related to the frequency with which they chose it. Single- and multi-digit addition problems were presented to kindergartners from US, Russia and Taiwan (N = 182). As expected, kindergartners used a variety of strategies to solve the problems. They were more likely to use decomposition on complex problems involving carryover or multi-digit operations. Critically, their use of base-10 decomposition was related to their knowledge of base-10 number structure. These relations were similar across all three nations. Implications for understanding mathematical development and designing early mathematics instruction are discussed. |
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