Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge? (2014) Fuchs, Lynn S. Powell, Sarah R. Cirino, Paul T. Schumacher, Robin F. Marrin, Sarah Hamlett, Carol L. Fuchs, Douglas Compton, Donald L. Changas, Paul Journal of educational psychology Vol. 106 Núm. 4 Pág. 990-1006

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