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 Louise2013-09-112013-09-1119551955b14657302https://hdl.handle.net/2144/6532Thesis (Ed.M.)--Boston Universityen-USBased on investigation of the BU Libraries' staff, this work is free of known copyright restrictionsAn 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 childrenThesis/Dissertation