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Peer reviewedLehrer, Richard; Schauble, Leona – Journal of Research in Science Teaching, 1998
Elementary school children were interviewed about how gears move on a gearboard and how they work in commonplace machines. Children's reasoning became more general, formal, and mathematical as problem complexity increased, suggesting that mathematical forms of reason may develop when they provide a clear advantage over simple causal…
Descriptors: Cognitive Development, Cognitive Processes, Elementary Education, Mathematics Education
