Task beliefs and the voluntary use of the empty number line in third-grade subtraction and addition
Author:
Funder
MaGW/PROO
Publisher
Springer Science and Business Media LLC
Subject
Education,General Mathematics
Link
http://link.springer.com/content/pdf/10.1007/s10649-020-10016-x.pdf
Reference61 articles.
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2. Baroody, A. J., Torbeyns, J., & Verschaffel, L. (2009). Young children’s understanding and application of subtraction-related principles. Mathematical Thinking and Learning, 11(1–2), 2–9. https://doi.org/10.1080/10986060802583873
3. Baten, E., Praet, M., & Desoete, A. (2017). The relevance and efficacy of metacognition for instructional design in the domain of mathematics. ZDM Mathematics Education, 49(4), 613–623. https://doi.org/10.1007/s11858-017-0851-y
4. Beishuizen, M. (1993). Mental strategies and materials or models for addition and subtraction up to 100 in Dutch second grades. Journal for Research in Mathematics Education, 24(4), 294–323. https://doi.org/10.2307/749464
5. Björn, P. M., Räikkönen, E., Aunola, K., & Kyttälä, M. (2017). Dynamics between student vs. teacher perceptions of mathematics task-orientation and mathematics performance among adolescents. Learning and Individual Differences, 55, 21–28. https://doi.org/10.1016/j.lindif.2017.02.005
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