Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?-Reference-Cited by-同舟云学术

Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?

Published:2019-10 Issue: Volume:59 Page:101782
ISSN:0361-476X
Container-title:Contemporary Educational Psychology
language:en
Short-container-title:Contemporary Educational Psychology

Author:

Malone Amelia S.,Fuchs Lynn S.,Sterba Sonya K.,Fuchs Douglas,Foreman-Murray Lindsay

Funder

National Center on Special Education Research within the Institute on Education Sciences in the U.S. Department of Education to Vanderbilt University

Publisher

Elsevier BV

Subject

Developmental and Educational Psychology,Education

Reference45 articles.

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3. The impact of fraction magnitude knowledge on algebra performance and learning;Booth;Journal of Experimental Child Psychology,2014

4. Investigating the relationship between fraction proficiency and success in algebra;Brown;The Australian Mathematics Teacher,2007

5. Committee on the Mathematical Sciences in the Year 2000., National Research Council (U.S.)., & National Research Council (U.S.). (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, D.C: National Academy Press.

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3. The effects of a whole-class mathematics intervention on students’ fraction knowledge in primary school;Scandinavian Journal of Educational Research;2023-07-06

4. Assessing the impact of differentiated instruction on mathematics achievement and attitudes of secondary school learners;South African Journal of Education;2023-02-28

5. Fraction ball: Playful and physically active fraction and decimal learning.;Journal of Educational Psychology;2022-08