Investigating the features of mathematics writing among chinese students
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11145-024-10547-2.pdf
Reference49 articles.
1. Adams, C., & van Manen, M. A. (2017). Teaching phenomenological research and writing. Qualitative Health Research, 27(6), 780–791. https://doi.org/10.1177/1049732317698960
2. Aksoy, N. C., & Yazlik, D. O. (2017). Student errors in fractions and possible causes of these errors. Journal of Education and Training Studies, 5(11), 219–233. https://doi.org/10.11114/jets.v5i11.2679
3. Aliustaoğlu, F., Tuna, A., & Biber, A. C. (2018). The misconceptions of sixth grade secondary school students on fractions. International Electronic Journal of Elementary Education, 10(5), 591–599. https://doi.org/10.26822/iejee.2018541308
4. Arsenault, T. L., Powell, S. R., Hebert, M. A., King, S. G., Lin, X., & Lang, D. (2022). Mathematics–writing profiles for students with mathematics difficulty. Reading and Writing, 36(8), 2025–2052. https://doi.org/10.1007/s11145-022-10375-2
5. Barlow, A. T., & Drake, J. M. (2008). Division by a fraction: Assessing understanding through problem writing. Mathematics Teaching in the Middle School, 13(6), 326–332. https://doi.org/10.5951/MTMS.13.6.0326
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