Abstract
Children’s strategies for addition and subtraction gradually change from using their fingers and counting to extracting answers from memory. Then, automate it so that calculations can be performed with faster reaction times. However, it is not clear at what grade level the automation will be completed. In this study, students in grades 1 to 4 in a regular classroom were given an addition and subtraction task and their responses and reaction times were measured. The results showed that children in grades 2 and above were not sufficiently automatic in their calculations of addition and subtraction. In addition, the difficulty level of each formula was clarified, and suggestions for effective teaching methods and systematic teaching were obtained. Furthermore, the characteristics of children with calculation difficulties were clarified, and the importance of early support was found.
https://ror.org/02956yf07 
