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(1996)
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13-15
Carpenter, T. P., & Moser, J. M. (1983). The acquisition of addition
and subtraction concepts. In R. Lesh & M. Landau (Eds.),
Acquisition of mathematics concepts and processes. New York:
Academic Press.
Damian, C.,& Duguid, J. (2004). Searching for Wow! Picturebooks. ENC
Focus: A Magazine for Classroom Innovators, 12, 13.
Greeno, J. G. (1980). Some examples of cognitive task analysis with
instructional implications. In R. E. Snow, P. A. Federico, & W.
E. Montague (Eds.). Aptitude, learning, and instruction:
Cognitive process analysis. Hillsdale, NJ: Lawrence Erlbaum
Associates.
Henry, R., & Simpson, C. (2001). Picture Book & Older ReadersA
Match Made in Heaven. Teacher Librarian, 28 (3), 23-27.
Kamii, C. (2000). Young children reinvent arithmetic: Implications of
Piaget's 102 theory. (2nd ed.). New York: Teacher's College
Press.
Kinstsch, W., & Greeno, J. G. (1985). Understanding and solving word
arithmetic problems. Psychology Review, 92, 109-129.
Martinez, J. G. R.,& Martinez, N. C.2000.Teaching math with
stories. Teaching preK-8.304,54-56.
Miller,M. B., Richardson, M. V. (1995). Picture Books Are a
Student's Best Friend.Eric Document Reproduction No.
ED382933
National Council of Teachers of Mathematics.1989. Curriculum and
evaluation standards for school mathematics. Reston, VA:
Author.
Riley, M. S., (1981). Conceptual and procedural knowledge in
development.Unpublished masters thesis, University of
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Pittsburgh.
Whitin, D. J.,& Whitin, P. (2000). Math Is Language Too: Talking and
Writing in the Mathematics Classroom. National Council of
Teachers of English, Urbana, IL.; National Council of Teachers
of Mathematics,Inc., Reston, VA.

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