Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does it Look Like?

Author:

Lenz KatjaORCID,Wittmann Gerald

Publisher

Modestum Publishing Ltd

Subject

Education,General Mathematics

Reference50 articles.

1. Anderson, J. R., Funke, J., Neuser-von Oettingen, K., & Plata, G. (Eds.) (2013). Kognitive Psychologie [Cognitive Psychology]. Berlin: Springer. https://doi.org/10.1007/978-3-642-37392-3

2. Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing. A re-vision of Bloom’s taxonomy of educational objectives. New York: Longman

3. Baroody, A. J., & Gannon, K. E. (1984). The development of the commutativity principle and economical addition strategies. Cognition and Instruction, 1, 321-339. https://doi.org/10.1207/s1532690xci0103_3

4. Baroody, A. J., Feil, Y., & Johnson, A. R. (2007). An alternative reconceptualization of conceptual and procedural knowledge. Journal for Research in Mathematics Education, 38(2), 115-131. https://doi.org/10.2307/30034952

5. Bempeni, M., Poulopoulou, S., Tsiplaki, I., & Vamvakoussi, X. (2018). Individual differences in fractions’ conceptual and procedural knowledge: What about older students? Proceedings of PME 42, Umea, Schweden: PME.

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