Linear quantity models in US and Chinese elementary mathematics classrooms
Author:
Affiliation:
1. Department of Teaching and Learning, Temple University, Philadelphia, PA, USA
2. College of Teacher Education, Nanjing Xiao Zhuang University, Nanjing, China
3. Department of Mathematics, Reading, Pennsylvania State University - Berks, PA, USA
Funder
National Science Foundation
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education,General Mathematics
Link
https://www.tandfonline.com/doi/pdf/10.1080/10986065.2019.1570834
Reference42 articles.
1. Examining the Effects of Different Multiple Representational Systems in Learning Primary Mathematics
2. The function of gesture in learning to count: more than keeping track
3. Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures
4. U.S. and Chinese Teachers' Constructing, Knowing, and Evaluating Representations to Teach Mathematics
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