Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
Descriptor
| Addition | 1 |
| Computation | 1 |
| Constructivism (Learning) | 1 |
| Elementary School Students | 1 |
| Grade 4 | 1 |
| Learning Strategies | 1 |
| Mathematical Logic | 1 |
| Mathematics Skills | 1 |
| Multiplication | 1 |
Source
| Cognition and Instruction | 1 |
Author
| Davis, Alan | 1 |
| Ferrara, Michael | 1 |
| Harrington, Cody | 1 |
| Hodkowski, Nicola Mercedes | 1 |
| Johnson, Heather Lynn | 1 |
| Norton, Anderson | 1 |
| Tzur, Ron | 1 |
| Wang, Xin | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkTzur, Ron; Johnson, Heather Lynn; Norton, Anderson; Davis, Alan; Wang, Xin; Ferrara, Michael; Harrington, Cody; Hodkowski, Nicola Mercedes – Cognition and Instruction, 2021
We examine a hypothesis implied by Steffe's constructivist model of children's numerical reasoning: a child's "spontaneous" additive strategy may relate to a foundational form of multiplicative reasoning, termed multiplicative double counting (mDC). To this end, we mix quantitative and qualitative analyses of 31 fourth graders' responses…
Descriptors: Constructivism (Learning), Mathematics Skills, Elementary School Students, Grade 4
