Descriptor
| Addition | 3 |
| Elementary School Students | 3 |
| Primary Education | 3 |
| Subtraction | 3 |
| Concept Formation | 2 |
| Mathematical Concepts | 2 |
| Cognitive Processes | 1 |
| Comprehension | 1 |
| Gifted | 1 |
| Grade 1 | 1 |
| Kindergarten | 1 |
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| Cognition and Instruction | 3 |
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| Journal Articles | 3 |
| Reports - Research | 3 |
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Peer reviewedFuson, Karen C.; And Others – Cognition and Instruction, 1996
Analyzed conceptual and linguistic complexities of matching situation word problems. Found a four-level progression in conceptualizing and solving these problems: Relational ("who had more/less" but not "how much more/less"); Language Cue (equalizing or compare language); Understand Matching Situations (difference between two…
Descriptors: Addition, Cognitive Processes, Concept Formation, Elementary School Students
Peer reviewedHiebert, James; Wearne, Diana – Cognition and Instruction, 1996
Interviewed 70 children learning multidigit addition and subtraction in 2 different learning environments. Found that understanding and skill were closely related for tasks in which students had received no instruction and on more difficult tasks even after instruction. The alternative instruction, which encouraged students to develop their own…
Descriptors: Addition, Comprehension, Concept Formation, Elementary School Students
Peer reviewedBaroody, Arthur J. – Cognition and Instruction, 1999
Two studies pursued theory that knowledge of addition combinations facilitates learning of subtraction combinations. Study 1 involved 25 kindergartners and 15 first graders in a gifted program; study 2 involved 21 first graders in a regular program. Participants responded to two pairs of problems. Findings revealed that the complementary…
Descriptors: Addition, Elementary School Students, Gifted, Grade 1
