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The Cognitive Complexity of Learning and Doing ArithmeticJournal for Research in Mathematics Education, Vol. 23, No. 5. (1992), pp. 441-467.
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Find related articles from these CiteULike users Find related articles with these CiteULike tags AbstractA theory of the cognitive processes involved in doing and learning place value arithmetic is proposed. The theory is embodied in a computer model that simulates the learning of multicolumn subtraction under one-on-one tutoring. The model is used to measure the relative difficulty of two different methods for subtraction, with either a conceptual or a procedural representation. The model predicts that regrouping is more difficult to learn than an alternative method, particularly in a conceptual representation, a result that contradicts current practice in U. S. schools.
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