The impact of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations-Reference-Cited by-同舟云学术

The impact of highly and minimally guided discovery instruction on promoting the learning of reasoning strategies for basic add-1 and doubles combinations

Published:2015 Issue: Volume:30 Page:93-105
ISSN:0885-2006
Container-title:Early Childhood Research Quarterly
language:en
Short-container-title:Early Childhood Research Quarterly

Author:

Baroody Arthur J.^ORCID,Purpura David J.,Eiland Michael D.,Reid Erin E.

Funder

Institute of Education Science

U.S. Department of Education

Publisher

Elsevier BV

Subject

Sociology and Political Science,Developmental and Educational Psychology,Education

Reference64 articles.

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4. The development of kindergartners’ mental-addition strategies;Baroody;Learning and Individual Differences,1992

5. The role of the number-after rule in the invention of computational short cuts;Baroody;Cognition and Instruction,1995

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