Is it required to remove borrowing techniques in clearly subtraction operations in elementary school?

[摘要] Operational learning on chunks, especially subtraction operations conducted in grade II elementary school, is still an important and interesting issue to discuss, and one of the problems in learning to count the number of counts is the application of borrowing techniques. There are still many teachers who are learning this part unreasonably to the students because it is too abstract and tends to provide a forced way and does not offer a contextual strategy to the students. Operational learning on chunks, especially reduction operations conducted in grade II primary school, is still an important and interesting issue to discuss and discuss, and one of the problems in learning to count the number of counts is the application of borrowing techniques. There are still many teachers who are learning this part unreasonably to the students, because it is too abstract and tends to provide a forced way and does not offer a contextual strategy to the students. The problem mainly arises when the number is reduced in the form of hundreds or thousands that contain the number 0. The subtraction algorithm offered by teachers is in fact very difficult to understand by students. As a result, many errors are made by students in the operation of counting numbers like this. This study aims to provide alternative solutions for teachers in completing the reduction of counting operations, especially on the use of borrowing techniques. This research uses a descriptive method where researchers collect data and studies that related to the process of reducing the number of counting done by the students.

[学科分类] 物理（综合）