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Peer reviewedGutstein, Eric; Romberg, Thomas A. – Journal of Mathematical Behavior, 1995
Reviews research using diagrams, number sentences, and algorithms to help students learn to add and subtract; poses questions on the relationship of instruction to children's knowledge construction; and proposes a research agenda in this area. (86 references) (MKR)
Descriptors: Addition, Algorithms, Arithmetic, Cognitive Processes
Peer reviewedSchmittau, Jean – Journal of Mathematical Behavior, 1993
Based on the cognitive psychological theories of Vygotsky and Davydov, discusses the establishment of connections between mathematical elements, and the algorithmic rules that govern them, and children's spontaneous mathematical concepts. Presents examples that establish connections involving addition and subtraction, comparing numerical…
Descriptors: Addition, Cognitive Development, Cognitive Processes, Elementary Education
Peer reviewedBoulton-Lewis, Gillian M. – Journal of Mathematical Behavior, 1993
Describes research which compared the processing loads of mathematical representations and strategies used by (n=3) teachers and (n=29) children aged 5-8 for interpreting subtraction operations represented in numerical form. Some representations and strategies appeared to impose an extra processing load which can interfere with conceptual…
Descriptors: Cognitive Processes, Elementary Education, Elementary School Students, Elementary School Teachers
