The effect of sequence in the acquisition of three set relations; an experiment with preschoolers

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Abstract
By its very nature, mathematics content has an inherent logical tructure. An instructional analysis of a mathematics concept or principle would consist of a list of prerequisite mathematical learnings deemed necessary for the logical development of the given concept. Inherent in the analysis would be hierarchal relationships between and among various prcrequisite learnings based on the structure of the discipline. Hence it is generally agreed that when teaching mathematic one should follow the structure of the content in determining instructional sequence.

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