For instance, previously teachers would tell students to "borrow a one" from the next higher decimal place if the digit being subtracted is larger than what it is being subtracted from. But now teachers hope that students go through their own process of mental "play" to reach an answer.
以小學低年級小數減大數的「借位」觀念來說，過去的教學比較偏向跟著老師背「小數不能減大數，要先借十」的定律，現今的教學希望孩子透過自己思考「玩」出答案的過程。