Descriptor
| Addition | 1 |
| Arithmetic | 1 |
| Elementary School Students | 1 |
| Error Patterns | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Mathematics Tests | 1 |
| Problem Sets | 1 |
| Problem Solving | 1 |
| Subtraction | 1 |
Source
| Journal of Experimental… | 1 |
Author
| Beentjes, J. W. J. | 1 |
| Jonker, V. H. | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
| Netherlands | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedBeentjes, J. W. J.; Jonker, V. H. – Journal of Experimental Education, 1987
Second and third graders from six Dutch elementary schools (N = 168) solved two sets of almost identical addition and subtraction sums at a two-week interval. Inconsistency in strategies, which characterized half the subjects, was related to unfamiliar sums and resulted in misinterpreted errors. (TJH)
Descriptors: Addition, Arithmetic, Elementary School Students, Error Patterns
