Removing opportunities to calculate improves students’ performance on subsequent word problems
Abstract Background In two studies we investigated whether removing opportunities to calculate could improve students’ subsequent ability to solve similar word problems. Students were first asked to write explanations for three word-problems that they thought would help another student understand th...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2019-07-01
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| Series: | Cognitive Research |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41235-019-0175-2 |