Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis

Author:

CHIN Huan,CHEW Cheng Meng,SUSEELAN Menaga

Publisher

Participatory Educational Research (Per)

Subject

Developmental and Educational Psychology,Education

Reference94 articles.

1. Abdoulaye, F. A. Y. E. (2021). Analysis on Lower Graders' Mathematics Textbooks in Senegal, Japan and Singapore, in Application of Spiral Structure of Its Contents and Concrete, Pictorial and Abstract (CPA) Approach. NUE Journal of International Educational Cooperation, 14, 101-111.

2. Abejón, R., Pérez-Acebo, H., & Clavijo, L. (2018). Alternatives for chemical and biochemical lignin valorization: hot topics from a bibliometric analysis of the research published during the 2000–2016 period. Processes, 6(8), Article 98. https://doi.org/10.3390/pr6080098

3. Bassette, L., Bouck, E., Shurr, J., Park, J., & Cremeans, M. (2019). Comparison of concrete and app-based manipulatives to teach subtraction skills to elementary students with autism. Education and Training in Autism and Developmental Disabilities, 54(4), 391-405.

4. Bone, E. K., Bouck, E. C., & Smith III, J. P. (2021). Using the VA framework to teach algebra to middle school students with high-incidence disabilities. Journal of Special Education Technology, Advance online publication]. https://doi.org/10.1177/01626434211019388

5. Bouck, E. C., & Park, J. (2018). A systematic review of the literature on mathematics manipulatives to support students with disabilities. Education and Treatment of Children, 41(1), 65-106.

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