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Peer reviewedCarraher, Terezinha Nunes; Schliemann, Analucia Dias – Journal for Research in Mathematics Education, 1985
Fifty Brazilian children aged seven-13 were individually given addition and subtraction exercises. Counting was the preferred procedure, with use of school-taught algorithms limited. Some children decomposed numbers into tens and units and then worked at both levels. They rarely referred to previous results when doing related exercises. (MNS)
Descriptors: Addition, Algorithms, Cognitive Processes, Educational Research
