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Terwel, J., van Oers, B., van Dijk, I., & van den Eeden, P. (2009). Are Representations to Be Provided or Generated in Primary Mathematics Education? Effects on Transfer. Educational research and Evaluation, 15, 25-44.
https://doi.org/10.1080/13803610802481265

has been cited by the following article:

  • TITLE: Young Children’s Representations of Addition in Problem Solving

    AUTHORS: Kamariah Abu Bakar

    KEYWORDS: Young Children, Addition, Representations, Understanding, Problem Solving

    JOURNAL NAME: Creative Education, Vol.8 No.14, November 17, 2017

    ABSTRACT: Representation is crucial for both learning and solving mathematics problems. This paper explores young children’s representations (aged 6 years old) in addition activities in Malaysia. Six children were purposely selected representative of different ability groups. First, a pre-test was administered. Then, the children practiced using multiple representations to solve addition problems after being introduced to the addition concept concretely. Following the children’s success in utilizing multiple representations to solve practice tasks, the final problems were posed. Analysis of the children’s artefacts, in combination with the children’s behaviours and informal interviews revealed insight into their understanding of the addition concepts.