Learning mathematical problem solving is as easy as 1, 2, 3 when teachers use flexible instructional strategies.

Contributor Notes

Sharon A. Edwards, sedwards@educ.umass.edu, taught elementary school for thirty-five years, twenty-five of those at the Mark's Meadow Demonstration Laboratory School in Amherst, Massachusetts. Recently retired, she is a clinical faculty member in the School of Education at the University of Massachusetts—Amherst.

Robert W. Maloy, rwm@educ.umass.edu, also on the faculty at the university, has worked with Edwards for more than twenty years in researching and writing about children's learning.

Gordon Anderson, gordon@cs.umass.edu, is a doctoral student and computer programmer in the computer science department at the University of Massachusetts—Amherst.

(Corresponding author is Edwards sedwards@educ.umass.edu)
(Corresponding author is Maloy rwm@educ.umass.edu)
(Corresponding author is Anderson gordon@cs.umass.edu)
Teaching Children Mathematics
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