The Empty Number Line in Dutch Second Grades: Realistic versus Gradual Program Design.

Klein, Anton S.; Beishuizen, Meindert; Treffers, Adri

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Peer reviewed

ERIC Number: EJ576298

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8251

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The Empty Number Line in Dutch Second Grades: Realistic versus Gradual Program Design.

Klein, Anton S.; Beishuizen, Meindert; Treffers, Adri

Journal for Research in Mathematics Education, v29 n4 p443-64 Jul 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, Foreign Countries, Grade 2, Mathematics Education, Mathematics Instruction, Number Concepts, Primary Education, Problem Solving, Subtraction, Teaching Methods, Thinking Skills

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Netherlands

Grant or Contract Numbers: N/A

Author Affiliations: N/A