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There are differences in the approaches educators use to teach arithmetic in Flanders (Belgium) and Canada. Where in Flanders, there is a discouragement of counting and an encouragement of becoming fluent in arithmetic very early on, the math curriculum in Canada allows for a variety of strategies children can use when they are solving arithmetic problems, including procedural strategies such as counting. In this study, we will compare the strategies that Flemish and Canadian children (Grade 1-2) use when they solve single-digit addition and subtraction problems. We will measure their general arithmetic ability, symbolic number processing skills, and will controle for intelligence and overall processing speed. Finally, since English and Flemish have different language structures with respect to number words (twenty-one vs. one-and-twenty), we will assess children's number knowledge.
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