Children's misunderstanding of the equal sign and their adherence to addition schemas: detecting the effects of prior arithmetic experience instruction

dc.contributor.author	Sherman, Jody Lyn, 1979-
dc.date.accessioned	2025-05-29T14:50:55Z
dc.date.available	2025-05-29T14:50:55Z
dc.date.issued	2007
dc.identifier.doi	https://doi.org/10.7939/r3-xpbs-aa86
dc.language.iso	en
dc.rights	This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
dc.subject	Mathematical ability in children. Psychology.
dc.subject	Mathematical ability in children. Testing.
dc.title	Children's misunderstanding of the equal sign and their adherence to addition schemas: detecting the effects of prior arithmetic experience instruction
dc.title.alternative	Misunderstanding the equal sign
dc.type	http://purl.org/coar/resource_type/c_46ec
thesis.degree.grantor	University of Alberta
thesis.degree.level	Doctoral
thesis.degree.name	Doctor of Philosophy
ual.date.graduation	2007
ual.department	Department of Psychology
ual.jupiterAccess	http://terms.library.ualberta.ca/public

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