Class 1

Even in the pre-school years, children make a variety of experiences with numbers, quantities and sizes, as well as with space and time. This knowledge and skills are taken up and developed in the initial lessons. In the mathematics lessons of the first school year, the correct numerical notation is also introduced and, in addition to picking up and developing the various previous experiences, the first operations (addition and subtraction) are introduced.

In order to gain an insight into the mathematical operations, the introduction of the operations takes place first on the action level. Thus addition is nothing else than adding (increase, add, fill up), subtraction is represented by taking away (reduce, shorten). Through understanding and varied practice, the transition to the symbolic level is easy for most children, but there are also deviations and anomalies, which are illustrated below. Properties and Relationships Numbers | Addition | Subtraction

Problems with pairwise assignment.
Problems in determining quantities (how many are 6 bears? )
Problems in checking the perceptual correspondence of the elements of two sets
Problems with completing relations (… less than… , … greater than… , equal)
Number rotator (12 instead of 21) at

Class 2

Expansion of the number space: addition and subtraction:

Problems in understanding the place value system P
Problems with reading numbers
Problems when writing down numbers by ear
Calculating with fingers is retained
Tasks of the small Einsplusein (addition and subtraction tasks in ZR up to 20) are not yet automated
Addition and subtraction is only done by counting (also on the hundred table)
Problems with the structure of calculation schemes. (Addition up to the next tenner and then further: FIRST… , THEN)
Problems in factual calculation that are not due to deficienciesWeaknesses in the meaningful

Class 3

Expansion of the number space: addition and subtraction:

Problems in understanding the place value system.
Problems with reading numbers
Problems when writing down numbers by ear.
Calculating with fingers is retained.
Tasks of the small Einsplusein (addition and subtraction tasks in ZR to 20) are not yet automated.
Addition and subtraction is only done by means of counting.
Problems in understanding task, reverse and complementary task
Problems with the structure of the written addition
Problems with supplementing (supplementary tasks) and thus also problems with the structure of the written subtraction
Problems with the written subtraction of multiple minute ends (= numbers to be subtracted from a number)
Problems with saving intermediate results
Problems in factual calculation that are not due to deficienciesWeaknesses in the meaningful