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Peer reviewedTowers, Jo; Anderson, Ann – Early Child Development and Care, 1998
Examines one preschooler's conversation with author to determine what concepts educators consider "difficult" for this age group. Finds that concepts such as "infinity" and "negative numbers," typically avoided by primary educators, were brought into view in the task-based conversations. Argues that individual…
Descriptors: Case Studies, Cognitive Development, Concept Formation, Difficulty Level
Peer reviewedWilliams, Carol G. – Mathematics and Computer Education, 1993
Discusses areas where teachers may harbor mistaken assumptions about their students' understanding when using graphing calculators: (1) confidence and competence with order of operations, (2) integration of algebraic and graphical knowledge, and (3) scaling a graph. (MKR)
Descriptors: Algebra, College Students, Concept Formation, Difficulty Level
Peer reviewedVergnaud, Gerard – Educational Studies in Mathematics, 1979
An attempt is made to establish a link between ordinary arithmetical situations and relevant mathematical concepts by the analyzing of complexity of concepts. (MP)
Descriptors: Arithmetic, Concept Formation, Difficulty Level, Elementary School Mathematics
