{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79944"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79944","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Fostering Preschoolers' Understanding of the Addition -Subtraction Inverse Principle","abstract":"The present research involved gauging preschooler's learning potential for a key arithmetic concept, the addition-subtraction inverse principle (e.g., 2 + 1 - 1 = 2). Twenty-four 4 to 5 years old Taiwanese children from two public preschools serving low- and middle-income families participated in the training experiment. Half were randomly assigned to an experimental group; half, to a control condition. Participants were tested for an understanding of inversion before and after the interventions. Almost one third of the 5 year olds from both groups performed at the marginally or reliably successful levels before the intervention, and almost three quarters of them did so after the intervention. None of the 4 year olds were successful before the intervention and few benefited from the intervention. The intervention significantly enhanced the understanding of the inverse principle at both levels of SES.","abstract_html":"The present research involved gauging preschooler's learning potential for a key arithmetic concept, the addition-subtraction inverse principle (e.g., 2 + 1 - 1 = 2). Twenty-four 4 to 5 years old Taiwanese children from two public preschools serving low- and middle-income families participated in the training experiment. Half were randomly assigned to an experimental group; half, to a control condition. Participants were tested for an understanding of inversion before and after the interventions. Almost one third of the 5 year olds from both groups performed at the marginally or reliably successful levels before the intervention, and almost three quarters of them did so after the intervention. None of the 4 year olds were successful before the intervention and few benefited from the intervention. The intervention significantly enhanced the understanding of the inverse principle at both levels of SES.","abstract_has_math":false,"creators":["Lai, Menglung"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Arthur Baroody"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:38Z","date_published":"2015-09-25T19:54:38Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Mathematics"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3242906"],"render_values":[{"text":"(MiAaPQ)AAI3242906","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79944","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Arthur Baroody"]},{"key":"dc:creator","label":"Author","values":["Lai, Menglung"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:38Z","10000-01-01","2006"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"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":["Education, Mathematics"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79944","(MiAaPQ)AAI3242906"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The present research involved gauging preschooler's learning potential for a key arithmetic concept, the addition-subtraction inverse principle (e.g., 2 + 1 - 1 = 2). 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Twenty-four 4 to 5 years old Taiwanese children from two public preschools serving low- and middle-income families participated in the training experiment. Half were randomly assigned to an experimental group; half, to a control condition. Participants were tested for an understanding of inversion before and after the interventions. Almost one third of the 5 year olds from both groups performed at the marginally or reliably successful levels before the intervention, and almost three quarters of them did so after the intervention. None of the 4 year olds were successful before the intervention and few benefited from the intervention. The intervention significantly enhanced the understanding of the inverse principle at both levels of SES.","Made available in DSpace on 2015-09-25T19:54:38Z (GMT). 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