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Direct linkDe Smedt, Bert; Torbeyns, Joke; Stassens, Nick; Ghesquiere, Pol; Verschaffel, Lieven – Learning and Instruction, 2010
This study examined the development of indirect addition as an alternative for solving multidigit subtractions, by means of two learning environments in traditionally schooled third-graders in Flanders (Belgium). Thirty-five third-graders, who did not demonstrate mastery of indirect addition, participated in an Explicit (n = 20) or Implicit (n =…
Descriptors: Foreign Countries, Educational Environment, Grade 3, Arithmetic
Timmermans, Rudolf E.; Van Lieshout, Ernest C. D. M.; Verhoeven, Ludo – Learning and Instruction, 2007
Effects of guided (GI) and direct instruction (DI) in solving subtraction problems for mathematically low performers in regular schools were compared. In the GI condition, self-development of solution procedures was encouraged whereas in the DI condition one prescribed strategy was to be used. Forty children (M[subscript age] = 9.3 years) were…
Descriptors: Subtraction, Constructivism (Learning), Gender Differences, Mathematics Instruction
