Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 1 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 1 |
Descriptor
Addition | 3 |
Mathematical Concepts | 3 |
Problem Solving | 3 |
Arithmetic | 2 |
Children | 2 |
Knowledge Level | 2 |
Performance Factors | 2 |
Age Differences | 1 |
Algebra | 1 |
Cognitive Development | 1 |
Competence | 1 |
More ▼ |
Source
Developmental Psychology | 3 |
Author
Canobi, Katherine H. | 2 |
Pattison, Philippa E. | 2 |
Reeve, Robert A. | 2 |
Kwan, Kam-Tai | 1 |
Wong, Terry Tin-Yau | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Elementary Education | 1 |
Grade 4 | 1 |
Grade 5 | 1 |
Intermediate Grades | 1 |
Middle Schools | 1 |
Audience
Location
Hong Kong | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Raven Progressive Matrices | 1 |
Wechsler Individual… | 1 |
What Works Clearinghouse Rating
Wong, Terry Tin-Yau; Kwan, Kam-Tai – Developmental Psychology, 2023
The relation to operands (RO) principles describe the relation between operands and answers in arithmetic problems (e.g., the sum is always larger than its positive addends). Despite being a fundamental property of arithmetic, its empirical relation with arithmetic/algebraic problem solving has seldom been investigated. The current longitudinal…
Descriptors: Mathematics Instruction, Arithmetic, Problem Solving, Algebra

Canobi, Katherine H.; Reeve, Robert A.; Pattison, Philippa E. – Developmental Psychology, 1998
Examined the relationship between 6- to 8-year olds' conceptual understanding of additive composition, commutativity, and associativity principles and addition problem-solving procedures. Results revealed that conceptual understanding was related to using order-indifferent, decomposition, and retrieval strategies and speed and accuracy in solving…
Descriptors: Addition, Children, Cognitive Development, Mathematical Concepts

Canobi, Katherine H.; Reeve, Robert A.; Pattison, Philippa E. – Developmental Psychology, 2003
Examined patterns of conceptual and procedural knowledge of addition in 5- to 8-year-olds. Found that children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decomposition of addends presented with objects rather than with symbols. Also found that profiles of procedural competence were…
Descriptors: Addition, Age Differences, Arithmetic, Children