Abstract
The present paper describes the success, the methods (mental, informal written, standard algorithm) and the strategies of informal written arithmetic to be observed when 300 elementary students worked on six addition and six subtraction problems with three-digit numbers. These twelve problems were administered repeatedly by means of a class test: in February (grade 3; nine-year-olds) before the standard algorithms were introduced, in June after they had been dealt with and in October at the beginning of grade 4.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Paper version not known
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
