The DOI matches its Crossref record.
Problem Structure and First-Grade Children's Initial Solution Processes for Simple Addition and Subtraction Problems
Abstract
Forty-three first-grade children who had received no formal instruction in addition and subtraction were individually administered 10 verbal problems. These problems were selected to represent the following semantic types: Joining, Separating, Part-Part-Whole, Comparison, and Equalizing. In spite of the lack of formal instruction, most children successfully solved the problems. In general, children's solution processes were consistent with a predictive model proposing that solution processes would directly represent the action or relationship described in individual problems.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cited by
Children's mathematical development: Research and practical applications.
Geary, D. C. (1994) · doi:10.1037/10163-000 · Cited by 565
The Role of Dialogue in Providing Scaffolded Instruction
Palincsar, A. S. (1986) · Educational Psychologist · doi:10.1080/00461520.1986.9653025 · Cited by 495
Research on Whole Number Addition and Subtraction
Fuson, K. C. (2006) · Handbook of Research on Mathematics Teaching and Learning · doi:10.1108/978-1-60752-874-620251016 · Cited by 377
Ching, B. H.-H. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.06.006 · Cited by 81
Metadata
- Authors
- Carpenter, T. P., Hiebert, J., & Moser, J. M.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1981-01
- Volume
- 12
- Issue
- 1
- Pages
- 27
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W1972813035
- Cited by
- 211
- References
- 0
- FWCI
- 8.11
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Problem Structure and First-Grade Children's Initial Solution Processes for Simple Addition and Subtraction Problems. https://app.cochat.ai/papers/10.2307/748656
- The paper
- Carpenter, T. P., Hiebert, J., & Moser, J. M. (1981). Problem Structure and First-Grade Children's Initial Solution Processes for Simple Addition and Subtraction Problems. Journal for Research in Mathematics Education. https://doi.org/10.2307/748656
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
