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There is more than one way to solve a problem: Evaluating a learning environment that supports the development of children's multiplication skills
ARTICLE

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Learning and Instruction Volume 8, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Interpretation of the nature of mathematical understanding has changed recently. These changes have prompted calls for different instructional methods in the primary classroom. COPPERS is a mathematical learning environment which explores how such goals should be implemented computationally. Two experiments have examined how system components have advanced children's understanding that multiplication problems can have many different correct solutions. Different numbers of decompositions, learner's choice of strategy and feedback in either tabular or place value representations were all found to significantly affect learning. Theoretical interpretations of these results are considered in terms of Vygotskian approaches to scaffolding learning and current research on external representations.

Citation

Ainsworth, S., Wood, D. & O'Malley, C. (1998). There is more than one way to solve a problem: Evaluating a learning environment that supports the development of children's multiplication skills. Learning and Instruction, 8(2), 141-157. Elsevier Ltd. Retrieved June 18, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(97)00013-3

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