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Peer reviewedKingma, J.; Roelinga, U. – Perceptual and Motor Skills, 1982
Children completed three types of equivalent cardination tasks which assessed the influence of different stimulus configurations (linear, linear-nonlinear, and nonlinear), and density of object spacing. Prior results reported by Siegel, Brainerd, and Gelman and Gallistel were not replicated. Implications for understanding cardination concept…
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Processes, Conservation (Concept)
Peer reviewedKlein, Anton S.; Beishuizen, Meindert; Treffers, Adri – Journal for Research in Mathematics Education, 1998
Compares two experimental programs for teaching mental addition and subtraction in the Dutch second grade (N=275). Discusses realistic program design (RPD) and gradual program design (GPD). Concludes that RPD pupils show a more varied use of solution procedures than GPD pupils. Contains 46 references. (Author/ASK)
Descriptors: Addition, Arithmetic, Cognitive Development, Concept Formation
