Utilising microgenetic qualitative methods, the research reveals underlying dynamics of change in learning showing that “a child’s stable performance or consistent delivery of the same type of answer to a problem (correct or incorrect) does not necessarily mean that learning is not growing.”

Voutsina, C., George, L., & Jones, K. (2019). Microgenetic analysis of young children’s shifts of attention in arithmetic tasks: underlying dynamics of change in phases of seemingly stable task performance. Educational Studies in Mathematics. DOI: 10.1007/s10649-019-09883-w

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