| Benefits of Practicing 4 = 2 + 2: Nontraditional Problem Formats Facilitate Children's Understanding of Mathematical Equivalence. | |
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MedLine Citation:
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PMID: 21793817 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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This study examined whether practice with arithmetic problems presented in a nontraditional problem format improves understanding of mathematical equivalence. Children (M age = 8;0; N = 90) were randomly assigned to practice addition in one of three conditions: (a) traditional, in which problems were presented in the traditional "operations on left side" format (e.g., 9 + 8 = 17); (b) nontraditional, in which problems were presented in a nontraditional format (e.g., 17 = 9 + 8); or (c) no extra practice. Children developed a better understanding of mathematical equivalence after receiving nontraditional practice than after receiving traditional practice or no extra practice. Results suggest that minor differences in early input can yield substantial differences in children's understanding of fundamental concepts. |
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Authors:
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Nicole M McNeil; Emily R Fyfe; Lori A Petersen; April E Dunwiddie; Heather Brletic-Shipley |
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Publication Detail:
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Type: JOURNAL ARTICLE Date: 2011-7-27 |
Journal Detail:
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Title: Child development Volume: - ISSN: 1467-8624 ISO Abbreviation: - Publication Date: 2011 Jul |
Date Detail:
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Created Date: 2011-7-28 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 0372725 Medline TA: Child Dev Country: - |
Other Details:
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Languages: ENG Pagination: - Citation Subset: - |
Copyright Information:
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© 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc. |
Affiliation:
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University of Notre Dame Pleasant Union Elementary School. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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