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Direct linkChen, Yalin; Campbell, Jamie I. D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
There is a renewed debate about whether educated adults solve simple addition problems (e.g., 2 + 3) by direct fact retrieval or by fast, automatic counting-based procedures. Recent research testing adults' simple addition and multiplication showed that a 150-ms preview of the operator (+ or ×) facilitated addition, but not multiplication,…
Descriptors: Adults, Priming, Arithmetic, Addition
Download full textAdams, Anne E.; Karunakaran, Monica Smith; Klosterman, Peter; Knott, Libby; Ely, Rob – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
This study examined discussions centered on precise mathematical language use in two fifth grade classrooms. Drawing on episodes from lessons in which teachers focused on encouraging mathematics reasoning, our analysis examines the relationship between precise language use and mathematical justifying. We present three classroom episodes that…
Descriptors: Mathematics Instruction, Instructional Effectiveness, Classroom Communication, Classroom Techniques
