Classroom strategy diversity and early mathematical growth across intervention conditions
Author:
Funder
Institute of Education Sciences
National Science Foundation
Heising-Simons Foundation
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-023-05533-w.pdf
Reference64 articles.
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2. Bailey, D. H., Nguyen, T., Jenkins, J. M., Domina, T., Clements, D. H., & Sarama, J. S. (2016). Fadeout in an early mathematics intervention: Constraining content or preexisting differences? Developmental Psychology, 52, 1457–1469. https://doi.org/10.1037/dev0000188.
3. Biddlecomb, B., & Carr, M. (2011). A longitudinal study of the development of mathematics strategies and underlying counting schemes. International Journal of Science and Mathematics Education, 9, 1–24.
4. Carneiro, P., & Heckman, J. J. (2003). Human capital policy. In A. B. Krueger & J. J. Heckman (Eds.), Inequality in America: What role for human capital policies? (pp. 77–239). MIT Press.
5. Carpenter, T. P., Franke, M. L., Jacobs, V. R., Fennema, E. H., & Empson, S. B. (1998). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. Journal for Research in Mathematics Education, 29(1), 3–20. https://doi.org/10.2307/749715.
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