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Direct linkSchumacher, Robin F.; Fuchs, Lynn S. – Journal of Experimental Child Psychology, 2012
The purpose of this study was to assess whether understanding relational terminology (i.e., "more, less," and "fewer") mediates the effects of intervention on compare word problems. Second-grade classrooms (N = 31) were randomly assigned to one of three conditions: researcher-designed word-problem intervention, researcher-designed calculation…
Descriptors: Intervention, Classrooms, Word Problems (Mathematics), Computation
