An exploratory study to see how a meaningful approach to the teaching of forty-five basic addition facts affects the thinking patterns and degree of automatic response of third grade children

Herber, Janice Louise

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An exploratory study to see how a meaningful approach to the teaching of forty-five basic addition facts affects the thinking patterns and degree of automatic response of third grade children

dc:creator Herber, Janice Louise

dc:date.issued1955

Abstract

dc:description

Thesis (Ed.M.)--Boston University

Degree

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Grantor dc:publisher: Boston University
Year dc:date.issued: 1955

Author and committee

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Author dc:creator: Herber, Janice Louise

Rights

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Statement dc:rights: Based on investigation of the BU Libraries' staff, this work is free of known copyright restrictions
Language dc:language.iso: en_US

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Dc Identifier Other: b14657302
OAI identifier oai:identifier: oai:open.bu.edu:2144/6532

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Harvested from: Boston University
Base URL: open.bu.edu/oai/request
Last updated: 2026-07-24
Source record: OAI-PMH GetRecord

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1955

citation

Herber, Janice Louise. An exploratory study to see how a meaningful approach to the teaching of forty-five basic addition facts affects the thinking patterns and degree of automatic response of third grade children. Boston University, 1955. https://hdl.handle.net/2144/6532

An exploratory study to see how a meaningful approach to the teaching of forty-five basic addition facts affects the thinking patterns and degree of automatic response of third grade children

Abstract

Degree

Author and committee

Rights

Identifiers

Chain of custody

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