01708     2200229   4500001002100000005001500021035002000036007000300056008004100059020001500100082001000115084001600125100002000141245013600161250001700297260004200314300003800356650001700394700002400411520102800435990001501463INLIS00000000091897520240307105122  a0010-0324000080ta240307                g          0 eng    a0807744034  a372.7  a372.7 CON y0 aConstance Kamii1 aYoung children continue to reinvent arithmetic 2nd grade :bImplications of Piaget's theory /cConstance Kamii, Linda Leslie Joseph  aEdisi ke - 2  aNew York :bTeachers College,c[2004]  aviii + [195] hlm :bIlus ;c25 cm 4aHitung, Ilmu0 aLinda Leslie Joseph  aOther factors also motivated this revision. First, the research we recently conducted on subtraction (Kamii, Lewis, & Kirkland, 2001) led us to understand why substraction is much harder than addition, and why it should be de-emphasized until knowledge of sums becomes solid. We also learned that multidigit substraction with regrouping is hard even for some fourth and fifth graders.
Other studies we conducted in the 1990s enabled us to understand the difference between repeated addition and multiplication (Clark & Kamii, 1996). We also learned that kindergartners can solve simple multiplication and division word problems (Carpenter, Ansell, Franke, Fennema, & Weisbeck, 1993). Young children use repeated addition to solve these problems that we thought had to be solved with multiplication and division. These points are discussed in chapter 5 of the present volume, along with principles of teaching in chapter 6, which are conceptualized more tightly than before. - sumber dari Introduction to the Second Edition  aCL1CL10942