Upper Elementary School Children’s Adaptive Use of Subtraction by Addition: A Choice/No-Choice Replication Study Involving Two Choice Conditions

Abstract The current study examined upper elementary school children’s frequent, efficient and adaptive use of direct subtraction ( DS ) by addition SBA when mentally solving multi-digit subtractions, replicating expanding previous research Torbeyns et al. (2018). First, children were offered subtractions in two choice conditions which they had to indicate whether would or solve each item. In the choice-compute condition allowed make actual calculations, choice-decide not do so. Thereafter, no-choice (mandatory either ). Results showed that made untrained strategy. Furthermore, most for task subject characteristics condition. confirms findings on , questions classroom practices focus heavily development .