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| Arithmetic Teacher | 6 |
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| Buschman, Larry | 1 |
| Grouws, Douglas A. | 1 |
| O'Brien, Thomas C. | 1 |
| Reys, Robert E. | 1 |
| Richard, June V. | 1 |
| Ross, Sharon H. | 1 |
| Suydam, Marilyn N. | 1 |
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| Journal Articles | 4 |
| Reports - Research | 4 |
| Guides - Classroom - Teacher | 2 |
| Guides - General | 1 |
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| Practitioners | 1 |
| Teachers | 1 |
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| Missouri | 1 |
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Peer reviewedRoss, Sharon H. – Arithmetic Teacher, 1989
Discussed are number meaning and part-whole relationships concerning place value. Findings from a research study with students in grades two-five who were interviewed about place-value tasks are given. Stages of interpreting two-digit numbers are presented, with implications for the classroom. (MNS)
Descriptors: Educational Research, Elementary Education, Elementary School Mathematics, Interviews
Peer reviewedSuydam, Marilyn N. – Arithmetic Teacher, 1984
Research findings on children's understanding of fractions, gleaned from interviews, are briefly noted. (MNS)
Descriptors: Educational Research, Elementary Education, Elementary School Mathematics, Fractions
Peer reviewedGrouws, Douglas A. – Arithmetic Teacher, 1974
Reported is a study on solution methods used by third-grade students as they solve open sentences involving addition and subtraction. A list of methods that children might use is compared to a frequency tally of those methods used by a group of 32 students who solved 16 problems. (JP)
Descriptors: Addition, Diagnostic Teaching, Elementary School Mathematics, Grade 3
Peer reviewedO'Brien, Thomas C.; Richard, June V. – Arithmetic Teacher, 1971
Descriptors: Cognitive Measurement, Cognitive Processes, Elementary School Mathematics, Evaluation Methods
Peer reviewedAnd Others; Reys, Robert E. – Arithmetic Teacher, 1980
Results of a study conducted to gather information about calculator usage in Missouri schools are given. (MK)
Descriptors: Board of Education Policy, Calculators, Computation, Educational Research
Peer reviewedBuschman, Larry – Arithmetic Teacher, 1994
Discusses results of an action research study of second-grade students' group work which indicated that, when students were not given sample solutions for problems, they were more likely to use higher order thinking, take ownership of strategies, discuss solutions longer, and be more accepting of other views. (MKR)
Descriptors: Action Research, Cognitive Style, Cooperative Learning, Creative Thinking
