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ERIC Number: EJ536360
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0737-0008
Modeling Children's Understanding of Quantitative Relations in Texts: A Developmental Perspective.
Okamoto, Yukari
Cognition and Instruction, v14 n4 p409-40 1996
Tested three models of children's mathematics word-problem solving based on developmental differences in quantitative conceptual structures: (1) quantitative relations represented as ordered array of mental objects; (2) numbers represented on two tentatively coordinated mental number lines; and (3) numerical operations represented as objects on two well-coordinated rule-governed number lines. Found that the models predicted performance and were internally coherent. (KDFB)
Publication Type: Reports - Research; Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A