ERIC Number: EJ640541
Record Type: Journal
Publication Date: 2001
Reference Count: N/A
Students' Flexibility in Solving Two-Digit Addition and Subtraction Problems: Instruction Effects.
Blote, Anke W.; Van der Burg, Eeke; Klein, Anton S.
Journal of Educational Psychology, v93 n3 p627-38 Sep 2001
Examined effects of conceptually based instruction on development of students' procedural flexibility. Students in primary schools in the Netherlands participated in one of two instruction programs: the Realistic Program Design (RPD) or the Gradual Program Design (GPD). In both programs, conceptual understanding preceded procedural skill. However, skill and understanding were closer related in RPD group than in the GPD group. (Author)
Publication Type: Journal Articles
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands