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Direct linkZiegler, Esther; Edelsbrunner, Peter A.; Star, Jon R. – Journal of Educational Psychology, 2019
Introducing new concepts to learners in an order of increasing complexity appears to be beneficial for learning, but typically introduction of concepts does not always adhere to this principle. We examined whether introducing new algebra concepts in a contrasted manner or in an order of increasing complexity instead of a different more typical…
Descriptors: Interference (Learning), Difficulty Level, Algebra, Mathematics Instruction
Usnick, Virginia E. – Focus on Learning Problems in Mathematics, 1992
This study compared the effectiveness of teaching multidigit addition of whole numbers without regrouping prior to teaching it with regrouping to teaching multidigit addition with and without regrouping simultaneously. Pretest/posttest-delayed posttest results of second grade students (n=151) from seven randomly assigned classrooms indicated no…
Descriptors: Addition, Cognitive Development, Cognitive Processes, Computation
