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Teachers knowledge of students knowledge in mathematics problem solving : correlational and case analyses / Penelope Peterson, co-aut. Thomas Carpenter, co-aut. Elizabeth Fennema Nível de conjunto: Journal Of Educational Psychology, Vol. 81, nº 4 (1989), p. 558-569Disponibilidade: Exemplares disponíveis para referência: Biblioteca ISPA Consulta LocalCota: DR (1). :
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Research on teaching and learning mathematics : two disciplines of scientific inquiry / Thomas Romberg, co-aut. Thomas Carpenter Disponibilidade: Exemplares disponíveis para referência: Biblioteca ISPA Consulta LocalCota: E2 WITT1 (1). :
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Learning mathematics with understanding : cognitively guided instruction / Elizabeth Fennema, co-aut. Thomas Carpenter, co-aut. Penelope Peterson Disponibilidade: Exemplares disponíveis para referência: Biblioteca ISPA Consulta LocalCota: E2 BROP2 (1). :
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Addition and subtraction : a cognitive perspective / eds. Thomas Carpenter ; James Moser ; Thomas Romberg Nível de parte analítica: Psychological characteristics of the formation of elementary mathematical operations in children • Learning to add and subtract : a japanese perspective • Development of addition in the contexts of culture, social class and race • Type 1 theories and type 2 theories in relationship to mathematical learning • Structure of learned outcomes : a refocusing for mathematics learning • General developmental influences on the acquisition of elementary concepts and algorithms in arithmetic • Syntax and semantics in learning to subtract • Towards a generative theory of bugs • Development of addition and subtraction abilities prior to formal schooling in arithmetic • Children's counting in arithmetical problem solving • An analysis of the counting-on solution procedure in addition • Interpretations of number operations and symbolic representations of addition and subtraction • Classification of cognitive tasks and operations of thought involved in addition and subtraction problems • Levels of description in the analysis of addition and subtraction word problems • Development of addition and subtraction problem-solving skills • An emerging paradigm for research on addition and subtraction skillsPublicação: New York : Lawrence Erlbaum Associates, 1982Descrição: 245 p.Disponibilidade:
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