The study concentrated on derived facts strategies in which the child uses known number facts to find the solution to unknown number facts. The study documented the children's spontaneous derived facts strategies and the influence of instruction in derived facts on children's solution strategies. The use of derived facts strategies more than doubled during the instruction and accounted for half the answers to addition problems. The increase in derived facts was accompanied by a decrease in counting. Counting on did not appear to be a prerequisite for learning derived facts strategies.
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Ruth Steinberg (1985) studied this question.
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