In the theoretical part, we discuss the development of numbers and the counting system and how students learn natural numbers and zero. We also focus on students with learning difficulties in mathematics and present various learning strategies and aids. We provide the starting points for approaches to teaching numbers and the arithmetic operations of addition and subtraction. Furthermore, we describe the role of various mathematical representations such as concrete, graphical and symbolic representations. The theoretical part serves as a basis for the discussion of teacher approaches to teaching addition and subtraction up to 100 in year 2 of primary schools. Previous steps such as addition and subtraction up to 10 and 20 are presented at the same time. We describe multiple methods and approaches to teaching and learning addition and subtraction up to 100, both with and without carrying. In particular, we focus on the importance of mathematical representations, which are crucial for the acquisition of mathematical concepts. Additionally, we refer to and describe the basic school mathematics curriculum, as well as touch upon some basic educational tools used in the first educational cycle.
In the empirical part, we discuss the strategies and mathematical representations teachers use to teach arithmetic in year 2 of primary schools and how they are implemented into the classroom. We examine the teaching methods and interactive patterns most commonly used by year 2 primary school teachers, the ways of adapting lessons for students with learning difficulties, and the effect of the length of teaching experience on teaching mathematics. We present findings on how year 2 primary school teachers approach and teach addition and subtraction up to 100 and how they gradually and effectively introduce students to derived fact strategies, which are the fastest and most efficient methods of addition and subtraction.
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