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January 1991
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28 Reads
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1 Citation
Journal of Research in Education
Investigates effects of a manipulative instructional approach and traditional instruction on the achievement of subtraction facts for 4 African-American and 26 white second graders in a rural North Carolina school. Greater gains in achievement of subtraction basic facts occurred with the manipulative instruction approach. Implications for mathematics instruction are discussed. (SLD)
... This shows that in their post-test, the group is more intact or homogenous than in their pretest. [36], and Tracy and Fanell [37]. ...
January 1991
Journal of Research in Education
