Subtraction: More than an Algorithm?

M. Mercedes Rodríguez-Sánchez, Ana B. Sánchez-García and Ricardo López-Fernández
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M. Mercedes Rodríguez-Sánchez: Department of Didactics of Mathematics and Experimental Sciences, Faculty of Education, University of Salamanca, 37008 Salamanca, Spain
Ana B. Sánchez-García: Department of Didactics, Organization and Research Methods, Faculty of Education, University of Salamanca, 37008 Salamanca, Spain
Ricardo López-Fernández: Department of Didactics of Mathematics and Experimental Sciences, Faculty of Education, University of Salamanca, 37008 Salamanca, Spain

Sustainability, 2020, vol. 12, issue 21, 1-21

Abstract: One of the aims of compulsory education is for students to adequately handle basic maths, owing to its importance in their future professional and personal lives. However, mechanical knowledge of an algorithm may not be sufficient to train future citizens with critical and creative thinking if it is not accompanied by a comprehensive understanding of the concept. In this regard, existing research shows that a high percentage of students in primary education commit errors when they attempt subtraction. However, little is known about whether adults perform the same calculations correctly. In this context, 535 university students completed a questionnaire composed of 20 subtractions. The results showed that only one quarter of respondents performed the subtractions correctly. Analysis of error type showed that the most frequent mistakes corresponded to the systematic errors made by primary-level students. This may indicate that the types of errors committed during early learning persist over time, implying that subtraction may not have been adequately taught. New educational approaches and initiatives are required to encourage the teaching and learning of subtraction in a more reasoned and critical manner during early learning.

Keywords: subtraction algorithm; critical thinking; mathematical education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
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