Abstract
A tacit assumption of most school mathematics programs is that addition and subtraction are best introduced through physical or pictorial representations of joining or separating sets of objects. Another common assumption is that verbal problems are difficult for children of all ages, and children must master addition and subtraction operations before they can solve even simple verbal problems. A growing body of research indicates that both assumptions may be false. The results presented in this chapter indicate that before children receive formal instruction in addition and subtraction, many of them can successfully solve basic addition and subtraction word problems. This suggests that verbal problems may give meaning to addition and subtraction and in this way could represent a viable alternative for developing addition and subtraction concepts in school.
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