Abstract
This study provides an in-depth analysis of children's use of a taught mental calculation strategy. Three children (aged eight to nine years) who demonstrated contrasting spontaneous calculation approaches, were interviewed following the direct instruction of a calculation strategy. Their responses are explored in relation to constructivist and participation perspectives of learning. In response to a unified view of these theories, hypotheses are generated that ask fundamental questions related to the did actics of mental calculation strategies.
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Murphy, C. How Do Children Come to Use a Taught Mental Calculation Strategy?. Educational Studies in Mathematics 56, 3–18 (2004). https://doi.org/10.1023/B:EDUC.0000028403.25781.79
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DOI: https://doi.org/10.1023/B:EDUC.0000028403.25781.79