Τwo different types of technologically enhanced intervention modules to support early algebraic thinking
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-022-11331-x.pdf
Reference68 articles.
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2. Artigue, M. (2002). Learning mathematics in a CAS environment: The genesis of a reflection about instrumentation and the dialectics between technical and conceptual work. International Journal of Computers for Mathematical Learning, 7, 245–274. https://doi.org/10.1023/A:1022103903080
3. Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in mathematics. ZDM - The International Journal on Mathematics Education, 45(6), 797–810. https://doi.org/10.1007/s11858-013-0506-6
4. Bakker, A., Cai, J., English, L., Kaiser, G., Mesa, V., & Van Dooren, W. (2019). Beyond small, medium, or large: Points of consideration when interpreting effect sizes. Educational Studies in Mathematics, 102, 1–18. https://doi.org/10.1007/s10649-019-09908-4
5. Barnett, W. S. (1995). Long-term effects of early childhood programs on cognitive and school outcomes. The Future of Children, 5(3), 25–50. https://doi.org/10.2307/1602366
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