caa a22 4500 467997195 CHVBK 20180323112559.0 cr unu---uuuuu 170328e19900601xx s 000 0 eng 10.1007/BF00305092 doi (NATIONALLICENCE)springer-10.1007/BF00305092 Thornton Carol Mathematics Department, Illinois State University, College of Arts and Sciences, 61761, Normal, Illinois, U.S.A. aut Solution strategies: Subtraction number facts [Elektronische Daten] [Carol Thornton] In two parallel one-year studies, solution strategies for subtraction number facts and achievement patterns of matched groups of first graders in two different instructional programs were examined. The experimental program emphasized strategies for answering unknown facts. Control group instruction emphasized drill as the dominant approach. Children were interviewed individually every three weeks during a five month period and given written follow-up tests. Significant differences between groups in the number of memorized facts and in children's approaches to deriving answers to unknown facts were found favoring the strategy approach. Kluwer Academic Publishers, 1990 Educational Studies in Mathematics Kluwer Academic Publishers 21/3(1990-06-01), 241-263 0013-1954 21:3<241 1990 21 10649 https://doi.org/10.1007/BF00305092 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF00305092 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Thornton Carol Mathematics Department, Illinois State University, College of Arts and Sciences, 61761, Normal, Illinois, U.S.A aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Kluwer Academic Publishers 21/3(1990-06-01), 241-263 0013-1954 21:3<241 1990 21 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer