Arithmetic practice can be modified to promote understanding of mathematical equivalence
By Nicole M. McNeil, Emily R. Fyfe, April E. Dunwiddie. 2014
70 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/8f8554894142a73d8355cedf04bc1ebddeb85265
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Michael Schneider
- Bethany Rittle-Johnson
- Jon Star
- D. Hurrell
- Lindsey E. Richland
- Kristie J. Newton
- Robert S. Siegler
- Kreshnik Begolli
In Statistics and Probability
- Michael Schneider
- Jon Star
- Bethany Rittle-Johnson
- D. Hurrell
- Lindsey E. Richland
- Kristie J. Newton
- Robert S. Siegler
- Kreshnik Begolli
Citations in the corpus
- Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics (2015, background): “Evidence comes from studies on carefully constructed practice problems (Canobi 2009; McNeil et al. 2011, 2012, 2014).”
- A randomized controlled trial of interleaved mathematics practice. (2019, unknown): “For instance, Ramani, Siegler, and Hitti (2012) found that playing a simple board game improved pre-schoolers’ understanding of number magnitude, and McNeil, Fyfe, and Dunwiddie (2015) found that minor reformatting of arithmetic problems improved second graders’ understanding of mathematical…”