Children's use of addition strategies : a closer look at procedural and conceptual knowledge
Three issues from studies of primary children's addition are identif ied and investigated with children between 6 and 8 years old. The first is why descriptions of strategy use der i ved from chronometr ic studies vary so much from those based on observation and interview. The second and third...
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London Metropolitan University
1992
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304828 |