The value of physical materials as a tool for helping children “see” mathematical ideas is illustrated repeatedly when children have opportunities to use those materials. The following case study is just one of many that demonstrate this principle. The child, whom we shall refer to as Ann, was in the third grade. Ann's parents and teacher had reported that she had a fair grasp of all the basic facts for addition but consistently made errors when performing the operation with two-digit and three-digit number.
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Benny F. Tucker (1989) studied this question.
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