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Mathematical Thinking and Learning Volume 24, 2022 - Issue 3
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Research Article

Young children’s actions on length measurement tasks: strategies and cognitive attributes

Douglas H. Clementsa Department of Human Development , University of Denver, Denver, CO, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1800-5099View further author information
ORCID Icon,
Holland Banseb Department of Human Development, University of AlabamaView further author information
,
Julie Saramaa Department of Human Development , University of Denver, Denver, CO, USAORCID Iconhttps://orcid.org/0000-0003-1275-6916View further author information
ORCID Icon,
Curtis Tatsuokac Department of Human Development, Case WesternView further author information
,
Candace Joswickd Department of Human Development, University of Texas at Arlington
,
Aaron Hudymaa Department of Human Development , University of Denver, Denver, CO, USA
,
Douglas W. Van Dinea Department of Human Development , University of Denver, Denver, CO, USA
&
Kikumi K. Tatsuokae Department of Human Development, Columbia University (Deceased)
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Pages 181-202 | Received 10 Apr 2020, Accepted 26 Oct 2020, Published online: 14 Nov 2020

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Read on this site (1)

Douglas H. Clements, Julie Sarama, Curtis Tatsuoka, Holland Banse & Kikumi Tatsuoka. (2022) Evaluating a Model for Developing Cognitively Diagnostic Adaptive Assessments: The Case of Young Children’s Length Measurement. Journal of Research in Childhood Education 36:1, pages 143-158.
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Articles from other publishers (1)

Lois Ruth Harris, Lenore Adie & Claire Wyatt-Smith. (2022) Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses. Review of Educational Research 92:6, pages 996-1040.
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