Acquisition and use of shortcut strategies by traditionally schooled children

By Joke Torbeyns, B. De Smedt, Pol Ghesquière, Lieven Verschaffel. 2009

88 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/4be2eda970fa6248a8f75693665349eaaaac22b3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Pol Ghesquière
2. Lieven Verschaffel
3. Joke Torbeyns
4. B. De Smedt
5. Nick Stassens
6. W. Van Dooren
7. Stella Vosniadou
8. Dirk De Bock

In Experimental and Cognitive Psychology

1. Pol Ghesquière
2. Lieven Verschaffel
3. B. De Smedt
4. Joke Torbeyns

In Statistics and Probability

1. B. De Smedt
2. Pol Ghesquière
3. Lieven Verschaffel
4. Joke Torbeyns
5. Nick Stassens
6. W. Van Dooren
7. John Threlfall
8. Stella Vosniadou

Citations in the corpus

• Solving Subtraction Problems by Means of Indirect Addition (2009, background): “Whereas the second study involved only traditionally schooled children who had not received any instruction in IA ( Torbeyns et al, in press b ), the third one compared traditionally schooled children's use of IA with that of children who worked with a textbook series that paid ample attention to IA”