Simple Addition Strategies in a First-Grade Class With Multiple Strategy Instruction
By Joke Torbeyns, Lieven Verschaffel, Pol Ghesquière. 2005
68 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/dc7355cd7e08a0bf03abfc39238b1a3a9c3fac1f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Lieven Verschaffel
- Joke Torbeyns
- Pol Ghesquière
- Susanne Prediger
- Marcus Nührenbörger
- Stephan Hussmann
- Christoph Selter
- W. Van Dooren
In Statistics and Probability
- Lieven Verschaffel
- Joke Torbeyns
- Pol Ghesquière
- Susanne Prediger
- Marcus Nührenbörger
- Stephan Hussmann
- Christoph Selter
- B. De Smedt
Citations in the corpus
- Taking away and determining the difference—a longitudinal perspective on two models of subtraction and the inverse relation to addition (2012, background): “In contrast children from skillsoriented classrooms preferred only one standard strategy on all types of problems (see Klein et al., 1998; Torbeyns et al., 2005).”
- The Development of Children's Adaptive Expertise in the Number Domain 20 to 100 (2006, background): “Our previous work on sums and differences up to 20 (Torbeyns et al., 2005) clearly demonstrated the effectiveness of an investigative approach for the development of adaptive expertise in children of all mathematical achievement levels.”