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| Focus on Learning Problems in… | 6 |
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| Boulet, Genevieve | 1 |
| Cobb, Paul | 1 |
| Jones, Graham A. | 1 |
| Maksimov, L. K. | 1 |
| Post, Thomas R. | 1 |
| Thornton, Carol A. | 1 |
| Usnick, Virginia E. | 1 |
| Wheatley, Grayson | 1 |
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Boulet, Genevieve – Focus on Learning Problems in Mathematics, 1999
Describes a teaching experiment conducted over a period of four consecutive days with 13 fourth grade students who had already completed a unit of fractions to determine whether problematic size was the ordering criteria. Concludes that children can indeed order fractions as they do natural numbers. (Contains 11 references.) (ASK)
Descriptors: Classification, Concept Formation, Elementary Education, Fractions
Maksimov, L. K. – Focus on Learning Problems in Mathematics, 1993
Describes a method of teaching the order of mathematical operations based upon the psychological theory of conceptual generalization. (MDH)
Descriptors: Cognitive Development, Computation, Concept Formation, Elementary Education
Post, Thomas R.; And Others – Focus on Learning Problems in Mathematics, 1986
What makes a fraction meaningful and a definition of the quantitative notion of fractions are discussed. Then observations from teaching experiments are presented. (MNS)
Descriptors: Cognitive Processes, Concept Formation, Educational Research, Elementary Education
Cobb, Paul; Wheatley, Grayson – Focus on Learning Problems in Mathematics, 1988
Ways in which children think of 10 are considered first. Then a study with 14 second graders is reported; students were placed at three levels with respect to their addition and subtraction concepts. Findings are detailed, along with implications for instruction. (MNS)
Descriptors: Concept Formation, Educational Research, Elementary Education, Elementary School Mathematics
Jones, Graham A.; Thornton, Carol A. – Focus on Learning Problems in Mathematics, 1993
Describes Vygotsky's zones of proximal development, the importance of social interaction in learning through problem solving, and the benefits of modeling. Presents three implications for teaching and learning mathematics based on a teaching experiment focusing on these constructs. (MDH)
Descriptors: Cognitive Development, Concept Formation, Instructional Effectiveness, Interpersonal Relationship
Usnick, Virginia E. – Focus on Learning Problems in Mathematics, 1992
This study compared the effectiveness of teaching multidigit addition of whole numbers without regrouping prior to teaching it with regrouping to teaching multidigit addition with and without regrouping simultaneously. Pretest/posttest-delayed posttest results of second grade students (n=151) from seven randomly assigned classrooms indicated no…
Descriptors: Addition, Cognitive Development, Cognitive Processes, Computation
