Developmental differences in addition strategies: a comparison of mathematically disabled and mathematically normal children

Background. Several studies concerned with task‐specific strategies in addition have suggested that, when compared with the performance of mathematically normal peers (MN pupils), the performance of mathematically disabled pupils (MD pupils) is characterised by frequent use of inefficient problem‐so...

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Bibliographic Details
Published in:	British journal of educational psychology Vol. 67; no. 3; pp. 345 - 357
Main Author:	Ostad, Snorre A.
Format:	Journal Article
Language:	English
Published:	Oxford, UK Blackwell Publishing Ltd 01.09.1997 British Psychological Society Scottish Academic Press
Subjects:	Age Factors Biological and medical sciences Case-Control Studies Child Child Development Cross-Sectional Studies Developmental aspects Developmental psychology Education Fundamental and applied biological sciences. Psychology Humans Learning disabled young children Learning Disorders - psychology Longitudinal Studies Mathematics Norway Primary schools Problem Solving - classification Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Human Addition Arithmetics Cognition Mathematics Academic ability Preadolescent School age Follow up study Interindividual comparison Problem solving Strategy Intellectual ability Cognitive development Child
ISSN:	0007-0998, 2044-8279
Online Access:	Get full text
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