Referencias
- Ashcraft, M (1982). The develoment of mental arithmetic: A chronometric approach. Developmental Review, 2, 213–236.
- Ashcraft, M. (1983). Procedural knowledge versus fact retrieval in mental arithmetic: A reply to Baroody. Developmental Review, 3, 231–235.
- Baroody, A. (1983). The development of procedural knowledge: An alternative explanation for chronometric trends of mental arithmetic. Developmental Review, 3, 225–230.
- Bermejo, V., y Lago, M. O. (en prensa). El aprendizaje de las matemáticas. Estado actual de las investigaciones. Papeles del psicólogo.
- Bermejo, V., y Rodríguez, P. (en prensa). Estructura semántica y estrategias infantiles en la solución de problemas verbales de adición. Infancia y Aprendizaje.
- Brown, A. L., y Campione, J. C. (1986). Psychological theory and the study of learning disabilities. American Psychologist, 14, 1059–1068.
- Brown, J. S., y Burton, R. R. (1978). Diagnostic models for procedural bugs in basic mathematical skills. Cognitive Science, 2, 155–192.
- Brown, J. S., y Vanlehn, K. (1980). Repair theory: A generative theory of bugs in procedural skills. Cognitive Science, 4, 379–426.
- Brown, J. S., y Vanlehn, K. (1982). Toward a generative theory of «bugs». En T. Carpenter, J. Moser y T. Romberg (eds.), Addition and subraction: A cognitive perspective. Hillsdale, N. Jersey: Lawrence Erlbaum Assocites.
- Buchingham, B. R., y Maaclatchy, J. (1930). The number abilities of children when they enter grade one. En 29th Yearbook of the National Society for the Study of Education. Bloomington, Ind.: Public School Publishing.
- Carpenter, T., y Moser, J. (1982). The development of addition and subtraction problem-solving skills. En T. Carpenter, J. Moser y T. Romberg (eds.), Addition and subtraction: Developmental perspective. Hillsdale, N. Jersey: Lawrence Erlbaum Associates.
- Carpenter, T., y Moser, J. (1983). The adquisition of additon and subtraction concepts. En R. Lesh y M. Landau (eds.). Acquisition of mathematic conceptos and processes. Nueva York: Academic Press.
- Carpenter, T.; Hiebert, J., y Moser, J. (1983). The effect of instruction on children's solutions of addition and subtraction word problemas. Educational Studies in Mathematics, 14, 55–72.
- Case, R. (1978). Piaget and beyond: Toward a develpmentally based theory and technology of instruction. En R. Glaser (ed.), Advances in instructional psychology. Hillsdale, N. Jersey: Erlbaum.
- Case, R. (1982). General developmental influences on the acquisition of elementary concepts and algorithms in arithmetic. En T. Carpenter, J. Moser y T. Romberg (eds.), Addition and subtraction: A cognitive perspective. Hilldale, N. Jersey: Lawrence Erlbaum Associates.
- De Corte, E., y Verschaffel, L. (1985). Beginning dirst graders' initial representation of arithmetic word problems. Journal of Mathematical Behavior, 4, 3–21.
- Fuson, K. (1982). The counting-on solution procedure: Analysis and empirical results. En T. Carpenter, J. Moser y T. Romberg (eds.), Addition and subtraction: A cognitive perpective. Hillsdale, N. Jersey: Lawrence Erlbaum Assocites.
- Fuson, K. (1984). More complexities in subtraction. Journal for Research in Mathematics Education, 15, 214–225.
- Fuson, K. (1986). Teaching children to subtract by counting up. Journal for Research in Mathematics Education, 17, 172–189.
- Gibb, E. (1965). Children's thinking in the process of subtraction. Journal of Experimental Education, 25, 71–80.
- Groen, G., y Parkman, J. (1972). A Chronometric analysis of simple addition. Psychological Review, 79, 329–343.
- Groen, G., y Poll, M. (1973). Subtraction and the solution of open sentence problems. Journal of Experimental Child Psychology, 16, 292–302.
- Jones, G.; Thornton, C., y Toohey, M. (1985). A Multi-Option Program for learning basic addition facts: Case studies and a experimental report. Journal of Learning Disabilities, 18, 319–325.
- Knight, F., y Behrens, M. (1928). The learning of the 100 addition combinations and the 100 subtraction combinations. Nueva York: Longmans, Green and Co.
- Resnick, L. (1983). A developmental theory of number undetstanding. En H. Ginsburg (ed.), The development of mathematical thinking. Nueva York: Academic Press.
- Riley, M.; Greeno, J., y Heller, J. (1983). Development of children's problem-solving ability in arithmetic. En H. Ginsburg (ed.). The development of mathematical thinking. Nueva York: Academic Press.
- Secada, W.; Fuson, K., y Hall, J. (1983). The transition from counting-all to counting-on in addition. Journal for Research in Mathematic Education, 14, 47–57.
- Siegler, R., y Robinson, M. (1982). The development of numerical understanding. En H. Reese y L. Lipsitt (eds.). Advances in child development and behavior. Nueva York: Academic Press.
- Stefe, L., y Johnson, D. (1971). Problem solving performances od first-grade children. Journal for Research in Mathematics Educations, 2, 50–64.
- Steffe, L.; Thompson, P., y Richards, J. (1982). Children's counting in arithmetical problem solving. En T. Carpenter, J. Moser y T. Romberg (eds.), Addition and subtraction: A cognitive perspective. Hillsdale, N. Jersey: Lawrence Erlbaum Associates.
- Suppes, P., y Groen, G. (1967). Some counting models for first grade performance data on simple addition facts. En J. M. Scanduva (ed.). Research in mathematics education. Washington, DC: National Council of Teachers of Mathematics.
- Svenson, O. (1975). Analysis of time required by children for simple additions. Acta Psychologica, 39, 289–302.
- Svenson, O., y Broquist, S. (1975). Strategies for solving simple additions problems. Scandinavian Journal of Psychology, 16, 143–151.
- Young, P., y O'shea, T. (1981). Errors in children's subtraction. Cognitiver Science, 5, 153–177.