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Vorgehensweisen von Grundschüler(inne)n bei Aufgaben zur Addition und Subtraktion im Zahlenraum bis 1000

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Zusammenfassung

Der vorliegende Beitrag beschreibt, mit welchen Rechenmethoden (mündlich, halbschriftlich, schriftlich), mit welchem Erfolg und mit welchen Rechenstrategien rund 300 Grundschüler(innen) jeweils sechs Aufgaben zur Addition und zur Subtraktion dreistelliger Zahlen bearbeiteten. Die zwölf Aufgaben wurden ihnen im Rahmen eines Klassentests insgesamt dreimal gestellt: im Februar des dritten Schuljahres vor der Einführung der schriftlichen Normalverfahren, im Juni nach der Behandlung derselben sowie im Oktober zu Beginn des 4. Schuljahres.

Abstract

The present paper describes the methods (mental, informal written, standard), the success and the strategies 300 primary students used while working on six addition respectively six subtraction problems with three-digit numbers. These twelve problems were administered three times by means of a class test: in February (grade 3; nine-year-olds) before the standard methods were introduced, in June after they were made topic and in October at the beginning of grade 4.

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  1. Fakultät III, Fach Mathematik, Pädagogische Hochschule Heidelberg, Im Neuenheimer Feld 561, 69120, Heidelberg, Deutschland

    Christoph Selter

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Correspondence to Christoph Selter.

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Selter, C. Vorgehensweisen von Grundschüler(inne)n bei Aufgaben zur Addition und Subtraktion im Zahlenraum bis 1000. JMD 21, 227–258 (2000). https://doi.org/10.1007/BF03338920

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