Individual differences in conceptual and procedural fraction understanding: The role of abilities and school experience
Recent research on children's conceptual and procedural knowledge has suggested that there are individual differences in the ways that children combine these two types of knowledge across a number of mathematical topics. Cluster analyses have demonstrated that some children have more conceptual...
| Main Authors: | , , , |
|---|---|
| 格式: | Journal article |
| 出版: |
2012
|