@article{fuson1984mcs,
title = {More Complexities in Subtraction},
author = {K. Fuson},
journal = {Journal for Research in Mathematics Education},
number = {3},
pages = {214--225},
publisher = {JSTOR},
url = {http://links.jstor.org/sici?sici=0021-8251(198405)15%3A3%3C214%3AMCIS%3E2.0.CO%3B2-Z},
volume = {15},
year = {1984},
abstract = {Four ways in which subtraction is more difficult than addition are discussed: Verbal solutions are not always parallel to object solutions. Two correct methods exist for counting down a certain number of words, and these methods may interfere with each other. Special problems exist with subtraction on the number line. And subtraction is not just take away but has multiple situational interpretations. These points, along with some recent research results, suggest the research question: Should children be taught to solve subtraction statements such as $8-5=?$ by counting up from 5 to 8?},
keywords = {children mathematics subtraction }
}
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