ITEM METADATA RECORD
Title: Frequency, efficiency and flexibility of indirect addition in two learning environments
Authors: De Smedt, Bert ×
Torbeyns, Joke
Stassens, Nick
Ghesquière, Pol
Verschaffel, Lieven #
Issue Date: 2010
Publisher: Pergamon Press
Series Title: Learning and Instruction vol:20 issue:3 pages:205-215
Abstract: This study examined the development of indirect addition as an alternative for solving multidigit subtractions, by means of two learning environments in traditionally schooled third-graders in Flanders (Belgium). Thirty-five third-graders, who did not demonstrate mastery of indirect addition, participated in an Explicit (n = 20) or Implicit (n = 15) learning environment that aimed to encourage the development of indirect addition. Over a period of six weeks, children participated in nine individual sessions: four practice sessions, three test sessions, one transfer session, and one retention session. The results revealed that throughout the study indirect addition was rarely used, even by the children in the explicit learning environment. However, when indirect addition was used, it was executed very efficiently. (C) 2009 Elsevier Ltd. All rights reserved.
URI: 
ISSN: 0959-4752
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Parenting and Special Education
Education and Training
× corresponding author
# (joint) last author

Files in This Item:
File Description Status SizeFormat
Bert_JLI601.pdf Published 289KbAdobe PDFView/Open Request a copy

These files are only available to some KU Leuven Association staff members

 




All items in Lirias are protected by copyright, with all rights reserved.

© Web of science