A study by Ma27 compares the knowledge of elementary mathematics of teachers in the United States and in China. She gives the teachers the following scenario (p. 1):
Look at these questions (52–25; 91–79 etc.). How would you approach these problems if you were teaching second grade? What would you say pupils would need to understand or be able to do before they could start learning subtraction with regrouping?
The responses of teachers were wide-ranging, reflecting very different levels of understanding of the core mathematical concepts. Some teachers focused on the need for students to learn the procedure for subtraction with regrouping (p. 2):
Whereas there is a number like 21–9, they would need to know that you cannot subtract 9 from 1, then in turn you have to borrow a 10 from the tens space, and when you borrow that 1, it equals 10, you cross out the 2 that you had, you turn it into a 10, you now have 11–9, you do that subtraction problem then you have the 1 left and you bring it down.
Some teachers in both the United States and China saw the knowledge to be mastered as procedural, though the proportion who held this view was considerably higher in the United States. Many teachers in both countries believed students needed a conceptual understanding, but within this group there were considerable differences. Some teachers wanted children to think through what they were doing, while others wanted them to understand core mathematical concepts. The difference can be seen in the two explanations below.
They have to understand what the number 64 means…. I would show that the number 64, and the number 5 tens and 14 ones, equal the 64. I would try to draw the comparison between that because when you are doing regrouping it is not so much knowing the facts, it is the regrouping part that has to be understood. The regrouping right from the beginning.
This explanation is more conceptual than the first and helps students think more deeply about the subtraction problem. But it does not make clear to students the more fundamental concept of the place value system that allows the subtraction problems to be connected to other areas of mathematics. In the place value system, numbers are “composed” of tens. Students already have been taught to compose tens as 10 ones, and hundreds as 10 tens. A Chinese teacher explains as follows (p. 11):
What is the rate for composing a higher value unit? The answer is simple: 10. Ask students how many ones there are in a 10, or ask them what the rate for composing a higher value unit is, their answers will be the same: 10. However, the effect of the two questions on their learning is not the