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Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?

Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?

Fuchs, Lynn S.; Powell, Sarah R.; Cirino, Paul T.; Schumacher, Robin F.; Marrin, Sarah; Hamlett, Carol L.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.
  • 期刊名称Journal of Educational Psychology
  • 作者Fuchs, Lynn S.; Powell, Sarah R.; Cirino, Paul T.; Schumacher, Robin F.; Marrin, Sarah; Hamlett, Carol L.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.
  • 卷第106卷
  • 期第4期
  • 印刷ISSN0022-0663
  • 电子ISSN1939-2176
  • 文件大小11970.87KB
  • 发表时间2014
  • DOI10.1037/a0036793
  • 页码990-1006
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