A proposed framework for examining basic number sense: Alistair McIntosh, Barbara J. Reys and Robert E. Reys

doi:10.4324/9780203990247-27

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ABSTRACT

A boy in a classroom was being observed by a visitor. After writing the problem 37+25 in vertical form, and drawing a horizontal line, he recorded the answer of 62. ‘Fine,’ said the visitor, ‘tell me how you did that’.