Literaturnachweis - Detailanzeige
Autor/in | Alibali, Martha Wagner |
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Titel | How Children Change Their Minds: Strategy Change Can Be Gradual or Abrupt. |
Quelle | In: Developmental Psychology, 35 (1999) 1, S.127-45Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
Schlagwörter | Cognitive Development; Concept Formation; Elementary Education; Elementary School Students; Learning Processes; Learning Strategies; Mathematical Concepts; Mathematics; Mathematics Instruction; Problem Solving |
Abstract | Observed gesture and speech to investigate patterns of change in third and fourth graders' strategies for solving mathematical equivalence problems before and after an intervention. Children who received instruction were more likely to generate new strategies. Gradual change was more common. Abrupt strategy change was more common in children who received procedure-based instruction and those with low initial variability. (JPB) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |