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Download full textSchloeglmann, Wolfgang – International Group for the Psychology of Mathematics Education, 2004
Nonroutine problem-solving, too, involves elements of routine. Often, elementary routines such as solving for a variable are not carried out without error. In this paper, we use new findings from neuroscientific research to explain why even excellent students make mistakes in elementary routines. [For complete proceedings, see ED489597.]
Descriptors: Problem Solving, Mathematics Education, Mathematics Skills, Error Patterns
