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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ580254
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0012-1649
How Children Change Their Minds: Strategy Change Can Be Gradual or Abrupt.
Alibali, Martha Wagner
Developmental Psychology, v35 n1 p127-45 Jan 1999
Observed gesture and speech to investigate patterns of change in third and fourth graders' strategies for solving mathematical equivalence problems before and after an intervention. Children who received instruction were more likely to generate new strategies. Gradual change was more common. Abrupt strategy change was more common in children who received procedure-based instruction and those with low initial variability. (JPB)
Descriptors: Cognitive Development, Concept Formation, Elementary Education, Elementary School Students, Learning Processes, Learning Strategies, Mathematical Concepts, Mathematics, Mathematics Instruction, Problem Solving
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A