Abstract
Mental computation strategies in addition on two-digit natural numbers used by preservice elementary teachers are assessed and analyzed in order to examine if in the research literature the mental computation strategies used by the students are adequately categorized. A written test is used to gather mental computation strategies used by preservice elementary teachers. The results indicate a few new strategies used by preservice elementary teachers not already covered by the research literature. On the other hand, the results indicate that there is a theoretical need to clarify some of the definitions of mental computation strategies in research literature.
Published Version
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