The effects of a whole-class mathematics intervention on students’ fraction knowledge in primary school
Author:
Affiliation:
1. Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/00313831.2023.2228818
Reference38 articles.
1. The codevelopment of children’s fraction arithmetic skill and fraction magnitude understanding.
2. Beyond small, medium, or large: points of consideration when interpreting effect sizes
3. Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies.
4. Fractions: Could they really be the gatekeeper’s doorman?
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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