Learning Disabled Students' Understanding of Derived Fact Strategies in Addition and Subtraction.

deBettencourt, Laurie U.; Putnam, Ralph T.

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ERIC Number: EJ480141

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0272-8893

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Learning Disabled Students' Understanding of Derived Fact Strategies in Addition and Subtraction.

deBettencourt, Laurie U.; Putnam, Ralph T.

Focus on Learning Problems in Mathematics, v15 n4 p27-43 Fall 1993

Compared use of derived fact strategies involving addition and subtraction by 20 learning-disabled students (LDSs) from an intermediate level self-contained class to 22 grade-3 normally achieving students (NASs). LDSs did not differ from NASs in verbal fluency or use of alternative strategies. (Contains 20 references.) (MDH)

Descriptors: Addition, Cognitive Development, Cognitive Style, Concept Formation, Elementary Education, Exceptional Persons, Intermediate Grades, Learning Disabilities, Learning Strategies, Mathematics Achievement, Mathematics Education, Schemata (Cognition), Subtraction

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A