Loughborough University
Thesis-2001-Jafri.pdf (7.99 MB)

Developing use of strategy in childhood mental addition

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posted on 2018-11-08, 10:11 authored by Shehar B. Jafri
The aim of this research was to look at the strategies used by children when doing mental addition problems of the varying levels of complexity. An authentic arithmetic task was designed for use in a school environment. The central aim was to study developing fluency in mental arithmetic as achieved through recruiting various strategies into solving more complex problems than those studied by existing research. The nature of mental addition strategies was inferred from children's solution times when doing sequences of sums. Three studies were carried out on 7–11 year-old children from two local schools. [Continues.]



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© Shehar Bano Jafri

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This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

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A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of the degree of Doctor of Philosophy at Loughborough University.


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