000			02247nam a2200409 4500
001			15015
010			_a0898591716
090			_a15015
100			_a20040322 1982 y0pory5003 ba
101	0		_aeng
102			_aUS
200	1		_aAddition and subtraction _ea cognitive perspective _feds. Thomas Carpenter _gJames Moser _gThomas Romberg
210			_aNew York _cLawrence Erlbaum Associates _d1982
215			_a245 p.
464		1	_tPsychological characteristics of the formation of elementary mathematical operations in children _0182831
464		1	_tLearning to add and subtract : a japanese perspective _0182832
464		1	_tDevelopment of addition in the contexts of culture, social class and race _0182833
464		1	_tType 1 theories and type 2 theories in relationship to mathematical learning _0182834
464		1	_tStructure of learned outcomes : a refocusing for mathematics learning _0182835
464		1	_tGeneral developmental influences on the acquisition of elementary concepts and algorithms in arithmetic _0182836
464		1	_tSyntax and semantics in learning to subtract _0182837
464		1	_tTowards a generative theory of bugs _0182838
464		1	_tDevelopment of addition and subtraction abilities prior to formal schooling in arithmetic _0182839
464		1	_tChildren's counting in arithmetical problem solving _0182840
464		1	_tAn analysis of the counting-on solution procedure in addition _0182841
464		1	_tInterpretations of number operations and symbolic representations of addition and subtraction _0182842
464		1	_tClassification of cognitive tasks and operations of thought involved in addition and subtraction problems _0182843
464		1	_tLevels of description in the analysis of addition and subtraction word problems _0182844
464		1	_tDevelopment of addition and subtraction problem-solving skills _0182845
464		1	_tAn emerging paradigm for research on addition and subtraction skills _0182846
606	1		_aPsicologia Educacional
686			_a3500 - Psicologia Educacional
702		1	_aCarpenter _bThomas P. _ced.
702		1	_aMoser _bJames M. _ced.
702		1	_aRomberg _bThomas A. _ced.
856	4		_uhttps://catalogo.ispa.pt/opac/biblioteca/localizacao_doc/e2.htm