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Operations Per Se, to See If the Proposed Chi Is Indeed Fruitful

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Operations Per Se, to See If the Proposed Chi Is Indeed Fruitful DOCUMENT RESUME ED 204 124 SE 035 176 AUTHOR Weaver, J. F. TTTLE "Addition," "Subtraction" and Mathematical Operations. 7NSTITOTION. Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling. SPONS AGENCY Neional Inst. 1pf Education (ED), Washington. D.C. REPORT NO WIOCIS-PP-79-7 PUB DATE Nov 79 GRANT OS-NIE-G-91-0009 NOTE 98p.: Report from the Mathematics Work Group. Paper prepared for the'Seminar on the Initial Learning of Addition and' Subtraction. Skills (Racine, WI, November 26-29, 1979). Contains occasional light and broken type. Not available in hard copy due to copyright restrictions.. EDPS PRICE MF01 Plum Postage. PC Not Available from EDRS. DEseR.TPT00S *Addition: Behavioral Obiectives: Cognitive Oblectives: Cognitive Processes: *Elementary School Mathematics: Elementary Secondary Education: Learning Theories: Mathematical Concepts: Mathematics Curriculum: *Mathematics Education: *Mathematics Instruction: Number Concepts: *Subtraction: Teaching Methods IDENTIFIERS *Mathematics Education ResearCh: *Number 4 Operations ABSTRACT This-report opens by asking how operations in general, and addition and subtraction in particular, ante characterized for 'elementary school students, and examines the "standard" Instruction of these topics through secondary. schooling. Some common errors and/or "sloppiness" in the typical textbook presentations are noted, and suggestions are made that these probleks could lend to pupil difficulties in understanding mathematics. The ambiguity of interpretation .of number sentences of the VW's "a+b=c". and "a-b=c" leads into a comparison of the familiar use of binary operations with a unary-operator interpretation of such sentences. The second half of this document focuses on points of vier that promote .varying approaches to the development of mathematical skills and abilities within young children. The importance of meaning and understanding, particularly alibi-1g young pupils, is promoted. An interpretttion of symbolic notation within the domain of natural or whole numbers is emphasized which stresses "change-of-state" and thought to be a neglected and potentially useful approach to number operations for young children. Investigations are called-for. to test instructional .methods that focus on states and operators rather than operations per se, to see if the proposed chi is indeed fruitful. (MP) *****************************************w***************************** * Reproductions supplied by EDPS are the best that can be Tiede * * from the original document. * *********************************************************************** S OE paltrAE NT Of NEaLiN EDUCATION 4 wELf*RE NATIONAL INSTITUTE OR "PERMISSION TO REPRODUCE THIS EOUCATSON MATERIAL IN MICROFICHE ONLY ...IL00CVME NT1.11t$ BEEN REPRO HAS BEEN GRANTED BY OuCE0 ExAcTLy AS RECE,vE0 RON Fog( 061$0N OR olicaN.lAsoN ORIGIN Project Paper 79 Jean A. Norman ATING T ROrNTS Of vr vo OR OPINIONS -7 STATED 00 NOT NECESSAR/L v NE PEE Media Services SENT OCF ,C.AL NA TONAL INSTITUTE Of EOuCToN POSITION op POLICY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) " "ADDITION," "tUBTRACTION" ANDMATHEMATICAL OPERATIONS / J: F. Weaver Report from the Mathematics Work Group Thomas A. Romberg and Thomas Carpenter f Faculty Associates James M. 'Moser Senior Scientist A Wisconsin Reseaich and DevelopmentCenter for Individualized Schooling The University of Wisconsin-Madison Madison, Wisconsin November 1979 4:1 s t WISCONSIN RESEARCH AND DEVELOPMENT CENTER FOR INDIVIDUALIZED SCHOOLING Mathematics Work Group "Addition," "Subtraction" and Mathematical Operations ., J. F. Weaver The University of Wisconsin-Madilon A Paper Prepared for the Seminar on THE INITIAL LEARNING OF ADDITION AND SUBTRACTION SKILLS Y - Wingspread Conference Center . Racine, WL ,, ( 26-29 NoveMber 1979 a v -J $ --. 4, 4 A Published by the Wisconsin Research and Development Center for Individualized Schooling. The project presented or reported herein was performed pursuant to a:grant from the National Institute of Education, Departmenof Education. However, 'the Opinions expressed herein do itet necessarily reflect the position or policy of the National tnstikte of Education, and no official endorsement by the National InAitute of Education should be inferred. Center Grant No.OB-NIE-G-S1-0009 I WISCONSIN R & D CENTER MISSION STATEMENT The mission of the Wisconsin Research and Development Center is to understand, and to help educators deal with, diversity among students. The Center pursues its mission by conducting and synthesizing research, developing strategies and materials, and disseminating knowledge bearing upon the education of individuals and diverse. groups of students in elementary and secondary schools. Specifically, the,Center investigates diversity as a basic fact of human nature, through studies of learning and development 3 diversity as a central challenge for educational. techniques, through studies of classroom processes diversity as a key issue insrelations between individuals and institutions, through studies of school' processes diversity as a fundamental question in American . social thought, through studies of social policy 4, related.to'education The Wisconsin Research and Development Center is a,nonfilstruc- tional department of the University of Wisconsin-Madison School of Education. The Center is supported primarily with funds from the,NationaI Institute of Education.' 1 PPEFACE This paper has been or4anized in two principal parts: Part I. Some Mathematical Considerations Part II. Some Research Contiderations Although the contentof Part Iis relatively unsophisticated, it does 4- go well beyond "addition and subtraction skills" at the level of "initial learning." Most importantly, this background emphasizes an all- too -fre- quently overlooked or neglected interpretation of number operations that, I believe, has nontrivial import for past, ongoing, and future research and instructional considerations pertaining to "The Initial [and Subse- quent] Learning of Addition and Subtraction Skills." In preparing this paper I have prc6cited greatly from numerous discus- sions.with one of my Ph.D. advisees, Glendon W..Ellume. However, I all very 4 quick to absolve Glen of any responsibility for the paper's content and for points of view it may advance. I alone accept the partisan's role. r- 3 Mathematical Operations 1 How areoperations in generah'and addition and sUbtraation/in'ar7 ticular,,characterized for elementary - school students? In m§ny tkxtbooks (and similar materials) no atteMptis made to do só in anyexplicit verbal or symbolic foeM. This may be wise-, since certain efforts to character4ze operatiOns or addition or subtraction leave muplk to be desired. For instanqe: . r . '1. Milton & Lec? (1975) assert the.following _ "Number operations. An operation is a rule for combining.numbers. Alaition and subtrdctiOnare operapons.""(Itaii6s mine). , 2. Eicholz, Wbaffer 4 Fleenor (1978) refer to "coMbining" only in , . .P connection with addition, and Maise'noientioh of any "rule": . "Additions 'Al?Operaiion that comLiesaifirst,number anda a second. k , 4 P number to -give exactly one number called a:50...40.. 342) r ' "Subtrattlon. An operation-related to addition as illustrated: 7 + 8 =5, a 15 - 7 = (p. 344) SMSG (Scahool Mathematics StudY!..p.Orip, 1965) esChefiled both- "rule" , .1 . : and "Combining": .. e : * ."Addition and subtraction :are eratia7s o thematics.- ,.. "An operation on two numbers s a tkly hinkin about two nume6i,s . , and getting one and only one,numbe :When we think aBobt et, 14, we are adding. We write 9 5 = 14. When,we think about/9,/5 and get 4, we 'are subtracting. We write 9 - 4."1 (p. 72, italics- mine). 0. Th4 most charitable thing that canhe.said about most ofhepreced-' ing characterization is that they are vdcuolq."Some age in fact' lead-, jog or even erroneous when viewed in the light of more advanced or sophists----- . e cated interpretaticins. Jy ti Now are operations defined "ultimately.-," i.e.; for secondary or post. ,secondarty,students? fefe'rman (1964) tas indicated that "in algebra it is customary to use the word operationoinstead of function, but these have exactly the same meaning." (p. 50) The essential features of 'a function haVe been characterized clearly by Allendoerfer & Oakley (1963), for instance, who also identify it as "a special case of relation".which in turn "is t set of ordered pairs." (p. .1A 195, italics mine). Specifically: "A function J.: a relatinsnip between two sets: (1) a set X called the domain of definition and (2) a set y called the range,..or set of values, which is defined by (3) a rule that assigns to each eleit nt of X a unique elemeht of Y. "This definition maibe,more compactly stated as follows: "A function f is aset'iof41)'red path(x,y) where (1) t is an element of a set X, .(2)-y is an element of'a set k, afit64) no two pairs in f have' ir s.' the 'same first element." p . 189Y '[dote that there is nothing in-thjs,definition that precludes the pos-- sibjlity that Y = X,for instance; or that X is itself A product set.] . Because of things to follow in this paper, it will be-helpful to dis- , tingyish as Hess (1974) -has done between various kinds or types of opera- . tions: t . "An n-ary operation.on a set A Is a function from A xA N xA . '. (n factors) into 4 set A. (O. 28q) . And as Lay (1966) has indicated, "According to whether n = 1, 3; nthe operation is said to Le unary, binary, ternary, , n-ary." (p. 198) This paper will be concerned principally with unary and binary opera- . tions:which has/4 been characterized in the following ways by Fitzgerald, g 5 Dalton, Brunner & Zetterberg (1968), for instance, forsecOnd-year algebra' \ ' ,sts:.tudefi "A unary operation, defined on.a set X, is the set of,ordered pairs whl:ch is determined by a mapping of each element of X to one and only one element of X." (p. 70) 4 , "By definition, a binary operation defined on a set X is a'mapping of each ordertd pair (±10:2), which may be forted with the elements of set X, to one and only one element x"in the same set. A more concise way of 3 stating this is,to say: For all /1 and.±2 in X, each ordered pair (x101:2) is mapped to a unique x, in X." (p.
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