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ERIC Number: EJ872939
Record Type: Journal
Publication Date: 2010-Jun
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0959-4752
Frequency, Efficiency and Flexibility of Indirect Addition in Two Learning Environments
De Smedt, Bert; Torbeyns, Joke; Stassens, Nick; Ghesquiere, Pol; Verschaffel, Lieven
Learning and Instruction, v20 n3 p205-215 Jun 2010
This study examined the development of indirect addition as an alternative for solving multidigit subtractions, by means of two learning environments in traditionally schooled third-graders in Flanders (Belgium). Thirty-five third-graders, who did not demonstrate mastery of indirect addition, participated in an Explicit (n = 20) or Implicit (n = 15) learning environment that aimed to encourage the development of indirect addition. Over a period of six weeks, children participated in nine individual sessions: four practice sessions, three test sessions, one transfer session, and one retention session. The results revealed that throughout the study indirect addition was rarely used, even by the children in the explicit learning environment. However, when indirect addition was used, it was executed very efficiently. (Contains 5 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium