Children's understanding of successive divisions in different contexts.
A study was conducted to examine under which conditions and at which age level elementary-school children would become aware of the conflict between practical and theoretical considerations in mathematics. Findings indicate that students from grades 4 and 5 did not mention this conflict because the...
| Published in: | Journal of Experimental Child Psychology Vol. 61; pp. 153 - 173 |
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| Main Authors: | , |
| Format: | Article |
| Published: |
Academic Press Inc.
March 1996
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |