Cognitive Factors in Children’s Arithmetic Errors
Only a few studies of computational errors in children’s arithmetic have been reported in the psychological literature. The general approach of most investigators has been to carry out a post hoc analysis of subjects’ written work in the hope of uncovering information about faulty performance. These studies have usually attempted both to provide some sort of classification scheme for errors and to draw inferences about the mental operations responsible for them (e.g. Roberts, 1968; Magne, 1978).
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