Commentary on Part IV
Author:
Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-030-95216-7_17
Reference53 articles.
1. Acevedo Nistal, A., Van Dooren, W., & Verschaffel, L. (2014). Improving students’ representational flexibility in linear-function problems: An intervention. Educational Psychology, 34(6), 763–786. https://doi.org/10.1080/01443410.2013.785064
2. Andrews, P., & Sayers, J. (2015). Identifying opportunities for grade one children to acquire foundational number sense: Developing a framework for cross cultural classroom analyses. Early Childhood Education Journal, 43(4), 257–267. https://doi.org/10.1007/s10643-014-0653-6
3. Bellon, E., Fias, W., & De Smedt, B. (2019). More than number sense: The additional role of executive functions and metacognition in arithmetic. Journal of Experimental Child Psychology, 182, 38–60. https://doi.org/10.1016/j.jecp.2019.01.012
4. Booth, J. L., Newton, K. J., & Twiss-Garrity, L. K. (2014). The impact of fraction magnitude knowledge on algebra performance and learning. Journal of Experimental Child Psychology, 118(1), 110–118.
5. Boyer, T. W., & Levine, S. C. (2012). Child proportional scaling: Is 1/3 = 2/6 = 3/9 = 4/12? Journal of Experimental Child Psychology, 111(3), 516–533. https://doi.org/10.1016/j.jecp.2011.11.001
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