{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/44487"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/44487","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Fostering fluency with basic addition and subtraction facts","abstract":"The present study involved investigating knowledge and use of the addition-subtraction complement principle (if a + b = c, then c – b = a or c – a = b) by pupils in grades kindergarten to 3. Eighty-one children from three public schools serving a mid-western community participated in the study. Participants were assigned randomly to one of the three conditions: (a) structured training on the complement principle, (b) unstructured subtraction practice, and (c) structured training on a different topic (9 + 7 = ? can be answered knowing 10 + 7 = 17). A computational shortcut task was used to gauge participants’ understanding of the complement principle and their reliable use of the principle. The rationale for the task was that children who know a mathematical relation will use this knowledge to eliminate or minimize computational effort. The task entailed first presenting a “helper item,” such as 7 + 7 = 14 (or a “non-helper” item, such as 8 + 5 = 13), and then leaving it in view when a target problem such as 14 – 7 = ? was presented. Quantitative analyses revealed that the structured-subtraction group outperformed the comparison groups on knowledge of the complement principle and the efficient, appropriate, and adaptive use of the principle as a computational shortcut.","abstract_html":"The present study involved investigating knowledge and use of the addition-subtraction complement principle (if a + b = c, then c – b = a or c – a = b) by pupils in grades kindergarten to 3. Eighty-one children from three public schools serving a mid-western community participated in the study. Participants were assigned randomly to one of the three conditions: (a) structured training on the complement principle, (b) unstructured subtraction practice, and (c) structured training on a different topic (9 + 7 = ? can be answered knowing 10 + 7 = 17). A computational shortcut task was used to gauge participants’ understanding of the complement principle and their reliable use of the principle. The rationale for the task was that children who know a mathematical relation will use this knowledge to eliminate or minimize computational effort. The task entailed first presenting a “helper item,” such as 7 + 7 = 14 (or a “non-helper” item, such as 8 + 5 = 13), and then leaving it in view when a target problem such as 14 – 7 = ? was presented. Quantitative analyses revealed that the structured-subtraction group outperformed the comparison groups on knowledge of the complement principle and the efficient, appropriate, and adaptive use of the principle as a computational shortcut.","abstract_has_math":false,"creators":["Paliwal, Veena"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Baroody, Arthur J.","Lubienski, Sarah T.","Walsh, Daniel J.","Wang, Michelle Y."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-05-24T22:17:58Z","date_published":"2013-05-24T22:17:58Z","updated_at":"2026-07-22T22:25:34Z","subjects":["shortcut task","subtraction facts","addition facts"],"languages":["en"],"rights":["Copyright 2013 Veena Paliwal"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/44487","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Baroody, Arthur J.","Lubienski, Sarah T.","Walsh, Daniel J.","Wang, Michelle Y."]},{"key":"dc:creator","label":"Author","values":["Paliwal, Veena"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-05-24T22:17:58Z","2013-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["shortcut task","subtraction facts","addition facts"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Veena Paliwal"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/44487"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The present study involved investigating knowledge and use of the addition-subtraction complement principle (if a + b = c, then c – b = a or c – a = b) by pupils in grades kindergarten to 3. Eighty-one children from three public schools serving a mid-western community participated in the study. Participants were assigned randomly to one of the three conditions: (a) structured training on the complement principle, (b) unstructured subtraction practice, and (c) structured training on a different topic (9 + 7 = ? can be answered knowing 10 + 7 = 17). A computational shortcut task was used to gauge participants’ understanding of the complement principle and their reliable use of the principle. The rationale for the task was that children who know a mathematical relation will use this knowledge to eliminate or minimize computational effort. The task entailed first presenting a “helper item,” such as 7 + 7 = 14 (or a “non-helper” item, such as 8 + 5 = 13), and then leaving it in view when a target problem such as 14 – 7 = ? was presented. Quantitative analyses revealed that the structured-subtraction group outperformed the comparison groups on knowledge of the complement principle and the efficient, appropriate, and adaptive use of the principle as a computational shortcut.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2013-04-18T21:42:45Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Paliwal_Veena.pdf: 3335072 bytes, checksum: ba3a0be23315d980f86d75d581ebdd9f (MD5)","Made available in DSpace on 2013-05-24T22:17:58Z (GMT). No. of bitstreams: 2 VEENA_PALIWAL.pdf: 3422301 bytes, checksum: f015fef9cbe0bb928c1381304412c664 (MD5) license.txt: 4065 bytes, checksum: 7bd86de0e5650e9fae1c051884ef0dea (MD5)","Restriction data tranferred 2014-07-01T11:36:19-05:00 Original Data Group with Access UIUC Users [automated] Release Date: 2015-05-24 17:18:31 UTC Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Seth Robbins (srobbins@illinois.edu) on 2013-05-24T22:19:23Z Item is restricted until 2015-05-24T22:18:31Z","Open"]},{"key":"dc:title","label":"Title","values":["Fostering fluency with basic addition and subtraction facts"]}]}],"canonical_facts":{"dc:contributor":["Baroody, Arthur J.","Lubienski, Sarah T.","Walsh, Daniel J.","Wang, Michelle Y."],"dc:creator":["Paliwal, Veena"],"dc:date":["2013-05-24T22:17:58Z","2013-05"],"dc:description":["The present study involved investigating knowledge and use of the addition-subtraction complement principle (if a + b = c, then c – b = a or c – a = b) by pupils in grades kindergarten to 3. Eighty-one children from three public schools serving a mid-western community participated in the study. Participants were assigned randomly to one of the three conditions: (a) structured training on the complement principle, (b) unstructured subtraction practice, and (c) structured training on a different topic (9 + 7 = ? can be answered knowing 10 + 7 = 17). A computational shortcut task was used to gauge participants’ understanding of the complement principle and their reliable use of the principle. The rationale for the task was that children who know a mathematical relation will use this knowledge to eliminate or minimize computational effort. The task entailed first presenting a “helper item,” such as 7 + 7 = 14 (or a “non-helper” item, such as 8 + 5 = 13), and then leaving it in view when a target problem such as 14 – 7 = ? was presented. Quantitative analyses revealed that the structured-subtraction group outperformed the comparison groups on knowledge of the complement principle and the efficient, appropriate, and adaptive use of the principle as a computational shortcut.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2013-04-18T21:42:45Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 1 Paliwal_Veena.pdf: 3335072 bytes, checksum: ba3a0be23315d980f86d75d581ebdd9f (MD5)","Made available in DSpace on 2013-05-24T22:17:58Z (GMT). No. of bitstreams: 2 VEENA_PALIWAL.pdf: 3422301 bytes, checksum: f015fef9cbe0bb928c1381304412c664 (MD5) license.txt: 4065 bytes, checksum: 7bd86de0e5650e9fae1c051884ef0dea (MD5)","Restriction data tranferred 2014-07-01T11:36:19-05:00 Original Data Group with Access UIUC Users [automated] Release Date: 2015-05-24 17:18:31 UTC Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Seth Robbins (srobbins@illinois.edu) on 2013-05-24T22:19:23Z Item is restricted until 2015-05-24T22:18:31Z","Open"],"dc:identifier":["http://hdl.handle.net/2142/44487"],"dc:language":["en"],"dc:rights":["Copyright 2013 Veena Paliwal"],"dc:subject":["shortcut task","subtraction facts","addition facts"],"dc:title":["Fostering fluency with basic addition and subtraction facts"],"dc:type":["text"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:34Z"}