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Investigating the effects of procedural variation on multiplicative reasoning

Abstract:

Procedural variation uses varied sequences of questions to draw children's attention to the invariant critical features of a mathematical concept. This pre- and post-test intervention study investigates the effects of teaching using procedural variation on 7-8-year-old children's distributive and scalar multiplicative reasoning. The first research question examines whether Year 3 children are capable of recognising the distributive and scalar relationships between sequences of multiplication ...

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Sub department:
Education
Research group:
MSc Education (Child Development and Education)
Oxford college:
Wolfson College
Role:
Author

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Institution:
University of Oxford
Division:
SSD
Department:
Education
Sub department:
Education
Oxford college:
Wolfson College
Role:
Supervisor
Type of award:
MSc taught course
Level of award:
Masters
Awarding institution:
University of Oxford

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