Special education students' use of indirect addition in solving subtraction problems up to 100-A proof of the didactical potential of an ignored procedure

Educational Studies in Mathematics

Volumn 79, Issue 3, 2012, Pages 351-369

  Peltenburg, Marjolijn ^a   van den Heuvel Panhuizen, Marja ^a   Robitzsch, Alexander ^b  

^a UTRECHT UNIVERSITY   (Netherlands)

^b Innovation and Development of the Austrian School System   (Austria)

Author keywords

Assessment; Flexible computation; Indirect addition; Information and communication technology (ICT); Primary special education

Indexed keywords

EID: 84857039141     PISSN: 00131954     EISSN: 15730816     Source Type: Journal    
DOI: 10.1007/s10649-011-9351-0     Document Type: Article

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