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Volumn 32, Issue 2, 2008, Pages 445-457

Understanding and using principles of arithmetic: Operations involving negative numbers

Author keywords

Arithmetic; Conceptual knowledge; Learning; Problem solving; Psychology

Indexed keywords


EID: 41449091567     PISSN: 03640213     EISSN: None     Source Type: Journal    
DOI: 10.1080/03640210701864147     Document Type: Article
Times cited : (26)

References (15)
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    • (2001) Memory & Cognition , vol.29 , pp. 462-477
    • Dixon, J.A.1    Deets, J.K.2    Bangert, A.3
  • 6
    • 34248155123 scopus 로고    scopus 로고
    • The developmental role of intuitive principles in choosing mathematical strategies
    • Dixon, J. A. and Moore, C. F. (1996) The developmental role of intuitive principles in choosing mathematical strategies. Developmental Psychology., 32, pp. 241-253.
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    • Dixon, J.A.1    Moore, C.F.2
  • 7
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    • Cognitive representations of negative numbers
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    • Fischer, M.1
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    • 33644755655 scopus 로고    scopus 로고
    • Do negative numbers hold a special place on the mental number line?
    • Fischer, M. and Rottmann, J. (2005) Do negative numbers hold a special place on the mental number line?. Psychology Science, 47, pp. 22-32.
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    • Fischer, M.1    Rottmann, J.2
  • 10
    • 0000367083 scopus 로고    scopus 로고
    • Instruction, understanding and skill in multidigit addition and subtraction
    • Hiebert, J. A. and Wearne, D. (1996) Instruction, understanding and skill in multidigit addition and subtraction. Cognition and Instruction., 14, pp. 251-283.
    • (1996) Cognition and Instruction , vol.14 , pp. 251-283
    • Hiebert, J.A.1    Wearne, D.2
  • 11
    • 33645242498 scopus 로고    scopus 로고
    • Knowledge change as a function of mathematics experience: All contexts are not created equal
    • McNeil, N. M. and Alibali, M. W. (2005) Knowledge change as a function of mathematics experience: All contexts are not created equal. Journal of Cognition & Development., 6, pp. 285-306.
    • (2005) Journal of Cognition & Development , vol.6 , pp. 285-306
    • McNeil, N.M.1    Alibali, M.W.2
  • 13
    • 0033084379 scopus 로고    scopus 로고
    • Conceptual and procedural knowledge of mathematics: Does one lead to the other?
    • Rittle-Johnson, B. and Alibali, M. W. (1999) Conceptual and procedural knowledge of mathematics: Does one lead to the other?. Journal of Educational Psychology, 91, pp. 1-16.
    • (1999) Journal of Educational Psychology , vol.91 , pp. 1-16
    • Rittle-Johnson, B.1    Alibali, M.W.2
  • 14
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    • Developing conceptual understanding and procedural skill in mathematics: An iterative process
    • Rittle-Johnson, B., Siegler, R. S. and Alibali, M. W. (2001) Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology., 93, pp. 346-362.
    • (2001) Journal of Educational Psychology , vol.93 , pp. 346-362
    • Rittle-Johnson, B.1    Siegler, R.S.2    Alibali, M.W.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.