Impact of multiple representations-based instruction on basic six pupils’ performance in solving problems on common fractions
Author:
Affiliation:
1. University for Development Studies, Tamale, GHANA
2. St. Joseph’s College of Education, Bechem, GHANA
Abstract
Publisher
Modestum Ltd
Link
https://www.mathsciteacher.com/download/impact-of-multiple-representations-based-instruction-on-basic-six-pupils-performance-in-solving-12610.pdf
Reference43 articles.
1. Ainsworth, S. (2006). Deft: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198. https://doi.org/10.1016/j.learninstruc.2006.03.001
2. Ainsworth, S. (2008). The educational value of multiple-representations when learning complex scientific concepts. In J. K Gilbert, M. Reiner, & M. Nakhleh (Eds), Visualization: Theory and practice in science education (pp. 191-208). https://doi.org/10.1007/978-1-4020-5267-5_9
3. Akkus, O., & Cakiroglu, E. (2009). The effects of multiple representations-based instruction on seventh grade students’ algebra performance. In Proceedings of CERME 6 (pp. 420-429).
4. Ball, D. L. (1993). Halves, pieces, and twoths: Constructing representational contexts in teaching fractions. In T. Carpenter, E. Fennema, & T. Romberg, (Eds.), Rational numbers: An integration of research (pp. 157-196). Erlbaum.
5. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin Company.
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1. Effect of visual-based instruction on elementary pre-service teachers’ conceptual understanding of fractions;Journal of Mathematics and Science Teacher;2023-03-12
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