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The Effect of Training on Length on the Performance of Kindergarten Children on Nonstandard but Related Tasks

Thomas A. Romberg and Lynn E. Gilbert
Journal for Research in Mathematics Education
Vol. 3, No. 2 (Mar., 1972), pp. 69-75
DOI: 10.2307/748665
Stable URL: http://www.jstor.org/stable/748665
Page Count: 7
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
The Effect of Training on Length on the Performance of Kindergarten Children on Nonstandard but Related Tasks
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Abstract

This paper reports the results of an exploratory study designed to examine whether explanation of terms via a process-by-attribute instructional approach would help children's performance on nonstandard comparison tasks involving that attribute. The study was conducted with kindergarten children in a pretest-posttest nonequivalent control group design with another treatment group not receiivng the pretest. The treatment consisted of 3 days of brief instruction concerning the definition, comparison, and representation of length. The results indicate that instruction produced significant performance gains.

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