Impact of using virtual and concrete manipulatives on students’ learning of fractions-Reference-Cited by-同舟云学术

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Impact of using virtual and concrete manipulatives on students’ learning of fractions

Published:2024-07-30 Issue:1 Volume:11 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Farra Nabil Kamal Al¹^ORCID,Belbase Shashidhar²^ORCID,Tairab Hassan¹^ORCID,Qablan Ahmad¹^ORCID,Opoku Maxwell Peprah³^ORCID,Safi Samir K.⁴^ORCID

Affiliation:

1. Department of Curriculum and Instruction, College of Education, Emirates University, Al Ain, UAE

2. Department of Mathematics, Troy University, Troy, Alabama, USA

3. Department of Special and Gifted Education, College of Education, Emirates University, Al Ain, UAE;

4. Department of Statistics and Business Analytics, College of Business, Emirates University, Al Ain, UAE

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2024.2379712

Reference75 articles.

1. Primary School Pupils’ Performance on the Addition of Fractions: Conceptual and Procedural Knowledge

2. Abu Dhabi Department of Education and Knowledge (ADEK). (2023). Education system. https://www.adek.gov.ae/Education-System

3. Student Errors in Fractions and Possible Causes of These Errors

4. Examining middle school pre-service teachers’ knowledge of fraction division interpretations

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