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The author served as an economic research analyst with the Bureau of Economics, Federal Trade Commission in 1999, and is currently a doctoral candidate in political economics, Stanford University, Graduate School of Business. The views expressed in the report are those of the author and do not necessarily reflect the views of the Commission or any(More)
The development of multiplication skills was examined in a group of children ages 8 to 12 years who were taught by discovery methods. Strategies used by the children included direct retrieval, retrieval + calculation, and counting-in-series. Repeated addition was not observed. Retrieval was the fastest and least error-prone strategy; counting-in-series was(More)
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