Fourth graders' creative thinking concerning a long-standing research problem stimulated changes in instructional strategies.

Contributor Notes

Donald G. Saari, dsaari@uci.edu, is a professor and directs a research institute at the University of California–Irvine. He has become fascinated with how elementary and middle school students can creatively grasp crucial concepts of advanced, complicated mathematical issues.

(Corresponding author is Saari dsaari@uci.edu)
Teaching Children Mathematics
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