Benefits of practicing 4=2+2: Nontraditional problem formats facilitate children's understanding of mathematical equivalence

Child Development

Volumn 82, Issue 5, 2011, Pages 1620-1633

  McNeil, Nicole M ^a   Fyfe, Emily R ^a   Petersen, Lori A ^a   Dunwiddie, April E ^a   Brletic Shipley, Heather ^b  

^a UNIVERSITY OF NOTRE DAME   (United States)

^b Pleasant Union Elementary School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; CLINICAL TRIAL; COMPARATIVE STUDY; COMPREHENSION; CONCEPT FORMATION; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; FEMALE; HUMAN; LEARNING; MALE; MATHEMATICS; PROBLEM SOLVING; RANDOMIZED CONTROLLED TRIAL;

CHILD; COMPREHENSION; CONCEPT FORMATION; FEMALE; HUMANS; MALE; MATHEMATICS; PRACTICE (PSYCHOLOGY); PROBLEM SOLVING;

EID: 80052585224     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/j.1467-8624.2011.01622.x     Document Type: Article

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