How robust are learners’ misconceptions of fraction magnitude? An intervention study comparing the use of refutation and expository text
Author:
Affiliation:
1. Center for Instructional Psychology and Technology, KU Leuven, Leuven, Belgium
Funder
Fonds Wetenschappelijk Onderzoek
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology
Link
https://www.tandfonline.com/doi/pdf/10.1080/01443410.2021.1908521
Reference46 articles.
1. Variability in the natural number bias: Who, when, how, and why
2. Uncovering the effect of text structure in learning from a science text: An eye-tracking study
3. Effects of Interactive Discussion and Text Type on Learning Counterintuitive Science Concepts
4. Competence with fractions predicts gains in mathematics achievement
5. The impact of fraction magnitude knowledge on algebra performance and learning
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