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Peer reviewed Peer reviewed
ERIC Number: EJ576298
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0021-8251
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: Netherlands; Representations (Mathematics)