Show simple item record

dc.contributor.authorExternal Relations, University of Regina
dc.date.accessioned2014-01-06T19:16:55Z
dc.date.available2014-01-06T19:16:55Z
dc.date.issued2012-02-08
dc.identifier.urihttp://hdl.handle.net/10294/3967
dc.description.abstractOne eight-year-old looks at the equation 2 + 27 - 27 and quickly sees a shortcut to solving it; his friend laboriously adds the first two numbers then subtracts the third. Older children are presented with the equation 2 x 27 ÷ 27 and the same thing happens. One child quickly sees a shortcut; the other chooses to do it step-by-step. These individual differences are fascinating to Dr. Katherine Robinson, a psychologist at Campion College, who focuses her research on the development of children's understanding of arithmetic concepts.en_US
dc.language.isoenen_US
dc.publisherExternal Relations, University of Reginaen_US
dc.subjectDr. Katherine Robinsonen_US
dc.subjectarithmetic conceptsen_US
dc.titleFeature Story: Children’s Understanding of Math Not Always Equalen_US
dc.typeOtheren_US
dc.description.authorstatusStaffen_US
dc.description.peerreviewnoen_US


Files in this item

[HTML]

This item appears in the following Collection(s)

  • Feature Stories
    Feature Stories includes all feature story content published since July 2008 on the University’s website.

Show simple item record