An arithmetical word problem-solving intervention for disadvantaged French kindergarten children
Author:
Funder
secrétariat général pour l'investissement
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10212-024-00861-2.pdf
Reference45 articles.
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2. Baroody, A. J. (1987). The Development of Counting Strategies for Single-Digit Addition. Journal for Research in Mathematics Education JRME, 18(2), 141–157. Retrieved Jun 16, 2024, from https://doi.org/10.5951/jresematheduc.18.2.0141
3. Berteletti, I., & Booth, J. R. (2016). Finger representation and finger-based strategies in the acquisition of number meaning and arithmetic. In D. B. Berch, D. C. Geary, & K. M. Koepke (Eds.), Development of mathematical cognition : Neural substrates and genetic influences (pp. 109–139). https://doi.org/10.1016/B978-0-12-801871-2.00005-8
4. Björklund, C., Kullberg, A., & Kempe, U. R. (2019). Structuring versus counting: Critical ways of using fingers in subtraction. ZDM Mathematics Education, 51(1), 13–24. https://doi.org/10.1007/s11858-018-0962-0
5. Boaler, J., & Chen, L. (2018). Why Kids Should Use Their Fingers in Math Class. In M. Pitici (Ed.), The Best Writing on Mathematics 2017 (pp. 76–81). Princeton: Princeton University Press. https://doi.org/10.1515/9781400888559-011
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