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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
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/748665
Page Count: 7
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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.
Journal for Research in Mathematics Education © 1972 National Council of Teachers of Mathematics