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Peer reviewedAnghileri, Julia – British Educational Research Journal, 2001
Explains that Year 5 students in ten British schools took a mathematics division test twice in the school year. The test involved context and bare problems to identify changes in approach as the standard algorithm was introduced. Reports that 52 percent of students gained a higher score on the second test. (CMK)
Descriptors: Algorithms, Educational Research, Elementary Education, Foreign Countries
