Memorization versus conceptual practice with number combinations: their effects on second graders with different types of mathematical learning difficulties-Reference-Cited by-同舟云学术

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Memorization versus conceptual practice with number combinations: their effects on second graders with different types of mathematical learning difficulties

Published:2023-05-16 Issue: Volume: Page:1-16
ISSN:0031-3831
Container-title:Scandinavian Journal of Educational Research
language:en
Short-container-title:Scandinavian Journal of Educational Research

Author:

Östergren Rickard¹,Träff Ulf¹^ORCID,Elofsson Jessica¹,Hesser Hugo¹,Samuelsson Joakim¹

Affiliation:

1. Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden

Funder

Swedish Research Council

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00313831.2023.2211983

Reference41 articles.

1. Factor analysis and AIC

2. Why can't Johnny remember the basic facts?

3. Fostering First Graders’ Fluency With Basic Subtraction and Larger Addition Combinations Via Computer-Assisted Instruction

4. Boaler, J. (2015). Fluency without fear: Research evidence on the best ways to learn math facts. https://www.youcubed.org/evidence/fluency-without-fear/

5. Using a Conceptual Understanding and Procedural Fluency Heuristic to Target Math Interventions with Students in Early Elementary

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