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Central Washington University
A Comparative Study of the Traditional and the Scott, Foresman Approaches to the Teaching of Addition and Subtraction of Fractions
Abstract
dc:description.abstractThe purpose of this study was to compare the achievement of a control group of children taught addition and subtraction of fractions in the traditional way with that of an experimental group taught by the Scott, Foresman approach. The factors under consideration were the ability to perform the basic operations required in adding and subtracting fractions, and the retention of ability to perform these skills.
Degree
thesis:*- Name thesis:degree_name
- Master of Education (MEd)
- Discipline thesis:degree_discipline
- Education
- Year
- 1964
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Daverin, Austa L.
- Contributors dc:contributor
-
- John E. Davis
- D. Daryl Basler
- John A. Schwenker
Subjects
dc:subject × 5Rights
- Language dc:language
- English
Identifiers
dc:identifier.*- Repository record dc:identifier
- https://digitalcommons.cwu.edu/etd/1033
- OAI identifier oai:identifier
- oai:digitalcommons.cwu.edu:etd-2049