21 results
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2. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (18th, Virtual, October 13-15, 2021)
- Author
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International Association for Development of the Information Society (IADIS), Sampson, Demetrios G., Ifenthaler, Dirk, and Isaías, Pedro
- Abstract
These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]
- Published
- 2021
3. Confident Learning Curves in Additive Factors Modeling
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Goutte, Cyril and Durand, Guillaume
- Abstract
Learning curves are an important tool in cognitive diagnostics modeling to help assess how well students acquire new skills, and to refine and improve knowledge component models. Learning curves are typically obtained from a model estimated on real data obtained from a finite, and usually limited, sample of students. As a consequence, there is some uncertainty associated with estimating the model from that sample, and a risk that the inferences made using learning curves derived from the estimated model are over-confident one way or another. Based on previous work modeling the uncertainty on Additive Factors Model parameters, we derive a principled way to quantify the confidence in learning curves associated with each knowledge component. We show that our approach leads to relatively tight bounds on the learning curves, much tighter than a naive approach relying only on parameter uncertainty. This also reveals a disparity across knowledge components regarding how confident one can be in how well these skills are mastered. [For the full proceedings, see ED607784.]
- Published
- 2020
4. Proceedings of the International Conference on Educational Data Mining (EDM) (12th, Montreal, Canada, July 2-5, 2019)
- Author
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International Educational Data Mining Society, Lynch, Collin F., Merceron, Agathe, Desmarais, Michel, and Nkambou, Roger
- Abstract
The 12th iteration of the International Conference on Educational Data Mining (EDM 2019) is organized under the auspices of the International Educational Data Mining Society in Montreal, Canada. The theme of this year's conference is EDM in Open-Ended Domains. As EDM has matured it has increasingly been applied to open-ended and ill-defined tasks such as writing, design, and collaborative problem solving, and it has been used in new informal contexts where student actions are at best semi-structured. This iteration of the conference includes a range of work in these and other areas. This year's conference features three invited talks: Julita Vassileva, Professor at the Department of Computer Science, University of Saskatchewan, Canada; Steve Ritter, Co-Founder and Chief Scientist, Carnegie Learning Inc., Pittsburgh; and Michael Mozer, Professor Department of Computer Science and Institute of Cognitive Science University of Colorado. The number of accepted papers include 22 full papers and 42 short papers. An additional 47 papers were accepted to the poster track. The poster and demo track itself accepted 14 contributions out of 34 submissions. Together with the "Journal of Educational Data Mining" ("JEDM"), the EDM 2019 conference held a "JEDM" Track that provides researchers a venue to deliver more substantial mature work than is possible in a conference proceeding and to present their work to a live audience. The papers submitted to this track followed the "JEDM" peer review process. Two such papers are featured in the conference's program. Additionally this year, papers that were regularly published in the journal in 2018 were invited for presentation at the conference. Two authors accepted this invitation. The main conference invited contributions to an Industry Track in addition to the main track. The EDM 2019 Industry Track received eleven submissions of which six were accepted. The EDM conference continues its tradition of providing opportunities for young researchers to present their work and receive feedback from their peers and senior researchers. The doctoral consortium this year features eight such presentations. This year's conference includes also an invited talk by the authors of the 2018 winner of the EDM Test of Time Award. This year's talk is delivered by Mykola Pechenizkiy. In addition to the main program, there are three workshops: (1) Learning Analytics: Building bridges between the Education and the Computing communities; (2) Reinforcement Learning for Educational Data Mining; and (3) Workshop on EDM & Games: Leveling Up Engaged Learning with Data-Rich Analytics. Three tutorials were presented as well: (1) Sharing and Reusing Data and Analytic Methods with LearnSphere; (2) Causal Discovery with Tetrad in LearnSphere's Tigris and Designing and Developing Open; and (3) Pedagogically-Based Predictive Models using the Moodle Analytics API.
- Published
- 2019
5. Marzano's New Taxonomy as a Framework for Investigating Student Affect
- Author
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Irvine, Jeff
- Abstract
In 1998 Marzano proposed a taxonomy of learning that integrated three domains or systems: the self system, which involves student motivation; the metacognitive system, involving goal setting and planning; and the cognitive system, required to complete the task at hand. Although extant for 20 years, a paucity of studies have utilized this taxonomy, even though employing Marzano's taxonomy as a framework is particularly appropriate for studies involving student affect. This study provides an exemplar of the use of Marzano's taxonomy as a framework to investigate the impact of a classroom intervention using active and social strategies to enhance student participation. Further, this paper provides suggestions for employing Marzano's taxonomy in other areas for practising teachers, teacher educators, and educational researchers.
- Published
- 2020
6. Research in Mathematics Education through a Keyhole: Task Problematization
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Sierpinska, Anna
- Abstract
There is a dream, among mathematics educators, for a common direction that would unite teachers, policy makers and researchers, with researchers collaborating to accumulate knowledge and thus contribute to the understanding and improvement of school practice. But this dream becomes less and less realistic in view of the tendency of mathematics education to multiply and diversify its epistemological foundations, theoretical approaches, methodologies and research questions. In response to concerns and challenges, mathematics educators started engaging in "meta-studies" such as attempts at outlining a definition of the domain, more or less comprehensive syntheses of research approaches and theories, comparison of theories, and analyses of articles published in leading journals and conference proceedings over the past 10 or more years. The author decided to take a more empirical approach and have a good look at a more or less "random sample" of papers, in the sense that they were not specially selected to represent this or that issue, theme, theoretical perspective or mathematical topic. In reading the reports, the author had several questions in mind. In this article, the author will initially give an overview of the results from this empirical study, and then elaborate a little more on one particular issue (namely, task problematization). She will give examples of task problematization from the 55 PME papers, but she shall also go beyond the sample and speak more broadly on various approaches to this kind of work, known to her from other publications.
- Published
- 2004
7. Temporally Coherent Clustering of Student Data
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Klingler, Severin, Käser, Tanja, Solenthaler, Barbara, and Gross, Markus
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The extraction of student behavior is an important task in educational data mining. A common approach to detect similar behavior patterns is to cluster sequential data. Standard approaches identify clusters at each time step separately and typically show low performance for data that inherently suffer from noise, resulting in temporally inconsistent clusters. We propose an evolutionary clustering pipeline that can be applied to learning data, aiming at improving cluster stability over multiple training sessions in the presence of noise. Our model selection is designed such that relevant cluster evolution effects can be captured. The pipeline can be used as a black box for any intelligent tutoring system (ITS). We show that our method outperforms previous work regarding clustering performance and stability on synthetic data. Using log data from two ITS, we demonstrate that the proposed pipeline is able to detect interesting student behavior and properties of learning environments. [For the full proceedings, see ED592609.]
- Published
- 2016
8. Semantic Features of Math Problems: Relationships to Student Learning and Engagement
- Author
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Slater, Stefan, Baker, Ryan, Ocumpaugh, Jaclyn, Inventado, Paul, Scupelli, Peter, and Heffernan, Neil
- Abstract
The creation of crowd-sourced content in learning systems is a powerful method for adapting learning systems to the needs of a range of teachers in a range of domains, but the quality of this content can vary. This study explores linguistic differences in teacher-created problem content in ASSISTments using a combination of discovery with models and correlation mining. Specifically, we find correlations between semantic features of mathematics problems and indicators of learning and engagement, suggesting promising areas for future work on problem design. We also discuss limitations of semantic tagging tools within mathematics domains and ways of addressing these limitations. [For the full proceedings, see ED592609. For the grantee submission see ED571512.]
- Published
- 2016
9. Critical Responses to Enduring Challenges in Mathematics Education. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, Michigan, November 5-8, 2015)
- Author
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International Group for the Psychology of Mathematics Education, North American Chapter (PME-NA), Bartell, Tonya Gau, Bieda, Kristen N., Putnam, Ralph T., Bradfield, Kenneth, and Dominguez, Higinio
- Abstract
The theme of this year's conference is "Critical Responses to Enduring Challenges in Mathematics Education." The theme of this year's conference invites mathematics education scholars to reflect upon and critically respond to enduring challenges in teaching and learning mathematics for all students. To ignite discussion within the field, the organizers of this conference organized the conference around four focal-enduring challenges, each of which is featured in one of four plenary talks: (1) teaching as responsive to various conceptions of mathematics; (2) addressing the needs of marginalized populations in school mathematics; (3) the impact of teacher evaluation and high-stakes assessment in teaching; and (4) the role of assessment in teaching and learning. It is the hope of the organizers that the conference will catalyze collective reflection, collaborative inquiry, and discussion about various means for responding to and addressing these, and other, challenges. Submissions received numbered 528. The overall acceptance rate was 64%. The conference program includes 92 Research Report sessions, 96 sessions, 136 Posters, and 12 Working Groups. Chapters include: (1) Plenary Papers; (2) Special Session; (3) Curriculum and Related Factors; (4) Early Algebra, Algebra, and Number Concepts; (5) Geometry and Measurement; (6) Mathematical Processes; (7) Statistics and Probability; (8) Student Learning and Related Factors; (9) Teacher Education and Knowledge; (10) Teaching and Classroom Practice; (11) Technology; (12) Theory and Research Methods; and (13) Working Groups. [Individual plenary and research papers are available in ERIC. Financial and personnel support was provided by the Michigan State University CREATE for STEM Institute.]
- Published
- 2015
10. Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections among Multiple Graphical Representations
- Author
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Rau, Martina A., Aleven, Vincent, and Rummel, Nikol
- Abstract
Prior research shows that multiple representations can enhance learning, provided that students make connections among them. We hypothesized that support for connection making is most effective in enhancing learning of domain knowledge if it helps students both in making sense of these connections and in becoming perceptually fluent in making connections. We tested this hypothesis in an experiment with 428 4th- and 5th-grade students who worked with different versions of an intelligent tutoring system for fractions learning. Results did not show main effects for sense-making or fluency-building support but an interaction effect, such that a combination of sense-making and fluency-building support is most effective in enhancing fractions knowledge. Causal path analysis of log data from the system shows that sense-making support enhances students' benefit from fluency-building support, but fluency-building support does not enhance their benefit from sense-making support. Our results suggest that both understanding of connections and perceptual fluency in connection making are critical aspects of learning of domain knowledge with multiple graphical representations. Findings from the causal path analysis lead to the testable prediction that instruction should provide sense-making support and fluency-building support for connection making. [This paper was published in "Journal of Educational Psychology" v109 n3 p355-373 2017 (EJ1136559).]
- Published
- 2017
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11. A Multiple-Case Study of Elementary Prospective Teachers' Experiences in Distinct Mathematics Content Courses
- Author
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Swars, Susan L., Smith, Stephanie Z., Smith, Marvin E., Hart, Lynn C., and Carothers, Jody
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This multiple-case study explored the experiences of two groups of elementary prospective teachers (n=12) completing distinct mathematics content courses. Individual interviews revealed perspectives on knowing, learning, and teaching mathematics as experienced by the two groups; the quantitative findings indicated differences in mathematical beliefs. One group characterized mathematics as a record of knowledge, difficult to understand and lacking in relevance; learning occurred through rote memorization and via external expertise, with teaching typified as explaining. The other group portrayed mathematics as process-focused, internally constructed, and relevant; learning took place through a focus on children's thinking, with teaching characterized as guiding and questioning. [For the complete proceedings, see ED585874.]
- Published
- 2011
12. The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling--An Intervention Study
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Mischo, Christoph and Maaß, Katja
- Abstract
This paper presents an intervention study whose aim was to promote teacher beliefs about mathematics and learning mathematics and student competences in mathematical modeling. In the intervention, teachers received written curriculum materials about mathematical modeling. The concept underlying the materials was based on constructivist ideas and findings from mathematics education. Teacher beliefs about mathematics, learning and self-efficacy were expected to have a major impact on their classroom practices. We therefore assessed teacher beliefs about the usefulness of mathematics, learning (constructivist and socio-constructivist beliefs) and teacher self-efficacy when teaching modeling (teacher or class level variable). The student level variables assessed were modeling competence and other individual factors, such as basic mathematical skills and cognitive abilities. The effectiveness of the intervention was measured in a pre-post control group design using multilevel structural equation modeling. The results showed no direct effect of the intervention on student modeling competence. However, they did reveal that the intervention had a significant effect on teacher beliefs about learning (constructivist and socio-constructivist view) and an effect of these teacher beliefs about learning on student modeling competence. Further, the results showed that students' gains in modeling competence is not only mediated by teacher beliefs, but also influenced by individual factors. Implications for teaching as well as limitations of the study are discussed.
- Published
- 2013
13. Seeing Culture and Power in Mathematical Learning: Toward a Model of Equitable Instruction
- Author
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Hand, Victoria
- Abstract
This paper is centered on creating equitable opportunities for learners in mathematics education. Through observations of teacher practice, the paper seeks to theorize how teachers enact their dispositions toward mathematics instruction. These observed propensities, in relation to teachers' aims for students to "take up their space" in and beyond the mathematics classroom, then inform a model of equitable mathematics instruction. Teachers' dispositions are considered in relation to Mason's discipline of noticing and Bourdieu's notion of the symbolic violence of dominant discourses.
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- 2012
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14. When Does an Opportunity Become an Opportunity? Unpacking Classroom Practice through the Lens of Ecological Psychology
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Gresalfi, Melissa Sommerfeld, Barnes, Jacqueline, and Cross, Dionne
- Abstract
Drawing on ecological psychology, this paper considers how student engagement is an accomplishment of the classroom system. Specifically, this paper presents an analysis of two teachers and their students who were using a project-based unit in their mathematics classes. The two teachers used identical curricular materials, but had dramatically different personal histories of teaching and different instructional practices. Our goal is to investigate the role of the teacher in supporting student engagement by considering the kinds of opportunities to learn that were presented by the teacher, and the relationship between those opportunities to learn and the ways their students engaged. Pragmatically, this paper contributes to our understanding of how teachers' framing of activity significantly impacts the ways that students are likely to engage tasks. Theoretically, this paper highlights the interactional nature of learning, with the goal of clarifying why learning is not simply an individual accomplishment.
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- 2012
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15. Identification of Action Units Related to Affective States in a Tutoring System for Mathematics
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Padrón-Rivera, Gustavo, Rebolledo-Mendez, Genaro, Parra, Pilar Pozos, and Huerta-Pacheco, N. Sofia
- Abstract
Affect is an important element of the learning process both in the classroom and with educational technology. This paper presents analyses in relation to the identification of Action Units (AUs) related to affective states and their impact on learning with a tutoring system. To assess affect, a tool was devised to identify AUs on pictures of human faces. Action Units are combinations of individual facial muscles or groups of muscles that create facial expressions in association with affect. Pictures from a population of students were taken while using an intelligent tutoring system for mathematics in a secondary school in a suburban school in Veracruz, Mexico. The students were asked to interact with the tutoring system for 40 minutes and they were photographed with the tool at a rate of 1 picture every 5 seconds acquiring a dataset consisting of 16,800 photos. To achieve identification, the software analyzes individual pictures using Principal Component Analyses (PCA) and Euclidian distance. The tool developed to classify affective states shows 88.88% accuracy in the identification of AUs when matching the recognized AU to the Cohn-Kanade AU-Coded facial expression database. The analyses also elicited the most common AUs for the population and their association with learning with the intelligent tutoring system. These preliminary results shed light on the issues of affect in relation to learning mathematics with tutoring systems and pave the way for the implementation of coping strategies based on the automatic recognition of facial expressions.
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- 2016
16. Cultural Conflicts in Mathematics Education: Developing a Research Agenda.
- Author
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Bishop, Alan J.
- Abstract
Discusses research issues deriving from different interpretations and responses to cultural conflicts in mathematics education and presents a possible research agenda. (25 references) (MKR)
- Published
- 1994
17. Developing Systems of Notation as a Trace of Reasoning
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Tillema, Erik and Hackenberg, Amy
- Abstract
In this paper, we engage in a thought experiment about how students might notate their reasoning for composing fractions multiplicatively (taking a fraction of a fraction and determining its size in relation to the whole). In the thought experiment we differentiate between two levels of a fraction composition scheme, which have been identified in prior research, and discuss differences in systems of notation that students might produce, depending on the level of their scheme. We situate this discussion within a framework for learning in order to articulate how developing systems of notation with students can contribute to their learning.
- Published
- 2011
18. Teacher Learning in Lesson Study.
- Author
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Lewis, Jennifer M., Fischman, Davida, Riggs, Iris, and Wasserman, Kelli
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TEACHERS , *LEARNING , *CAREER development , *MATHEMATICS education , *LESSON planning - Abstract
This article documents teacher learning through participation in lesson study, a form of professional development that originated in Japan and is currently practiced widely in the US. Specifically, the paper shows how teachers in three different lesson study teams 1) expanded their mathematical content knowledge, 2) grew more skillful at eliciting and analyzing student thinking, 3) became more curious about mathematics and about student thinking, 4) emphasized students' autonomous problem-solving, and 5) increasingly used multiple representations for solving mathematics problems. These outcomes were common across three lesson study teams, despite significant differences among teams composition, and content foci. [ABSTRACT FROM AUTHOR]
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- 2013
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19. Developing fluency in the mathematical register through conversation in a tenth-grade classroom.
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Temple, Codruta and Doerr, Helen
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MATHEMATICS education ,DISCOURSE analysis ,LEARNING ,STUDENTS ,TEACHERS - Abstract
The purpose of this study was to identify the interactional strategies that one teacher used in a discourse-rich tenth-grade classroom to develop her students' facility with the mathematical register. Viewing the mathematical register as multi-semiotic and having a specific grammatical patterning, we used discourse analysis () to examine the teacher's initiation and feedback moves that supported students in using symbolic and natural language in mathematical ways during three consecutive lesson episodes. Our findings suggest that, while teacher interactional strategies which focus or probe student thinking are effective for supporting students' learning of the mathematical register, strategies that funnel or lead student contributions towards predetermined answers may also serve that purpose through creating opportunities for meaningful language practice. [ABSTRACT FROM AUTHOR]
- Published
- 2012
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20. Community college students’ views on learning mathematics in terms of their epistemological beliefs: a Q method study.
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Wheeler, Denna L. and Montgomery, Diane
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MATHEMATICS education ,COMMUNITY colleges ,COLLEGE students ,LEARNING ,CHI-squared test ,ANALYSIS of variance ,THEORY of knowledge ,EDUCATIONAL psychology - Abstract
The purpose of this study was to explore the views of students enrolled at a small United States Midwestern community college toward learning mathematics, and to examine the relationship between student beliefs about mathematic learning and educational experiences with mathematics using Q methodology and open-ended response prompts. Schommer’s ( Journal of Educational Psychology, 82, 495–504, ) multidimensional theory of personal epistemology provided the structural framework for the development of 36 domain specific Q sort statements. Analysis of the data revealed three distinct but related views of learning mathematic which were labeled Active Learners, Skeptical Learners, and Confident Learners. Chi-square tests of independence revealed no significant differences based on gender. Additionally, there was no evidence for differences based on level of mathematics completed, age, or college hours accumulated. Student’s previous experiences in instructional environments, however, were closely associated with beliefs. Results are discussed in view of the implications for establishing learning environments and considerations in implementing Standards-based curricula in higher education. [ABSTRACT FROM AUTHOR]
- Published
- 2009
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21. Teaching multiplication to low math performers: Guided versus structured instruction.
- Author
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Kroesbergen, Evelyn H. and van Luit, Johannes E. H.
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MULTIPLICATION ,MATHEMATICS education ,STUDENTS ,SPECIAL education ,LEARNING ,EDUCATION - Abstract
The results of an intervention program for students with difficulties learning mathematics are reported. Two kinds of math intervention, guided versus structured instruction, were compared to regular math instruction. A total of 75 students from regular and special education, aged seven to thirteen, participated. Ability and automaticity multiplication tests were administered before and after the four-month training period. The results show that the students in both of the experimental conditions improved more than the students in the control condition. Some additional differences were found between the two experimental interventions. Guided instruction appeared to be more effective for low performing students than structured instruction and especially for those students in regular education. Special education students appear to benefit most from structured instruction for the automaticity of multiplication problems. A three month follow-up test showed the acquired knowledge to be well-established in both groups. [ABSTRACT FROM AUTHOR]
- Published
- 2002
- Full Text
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