$Individual differences in conceptual and procedural fraction understanding: The role of abilities and school experience$

Individual differences in conceptual and procedural fraction understanding: The role of abilities and school experience

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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...

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Библиографические подробности
Главные авторы:	Hallett, D, Nunes, T, Bryant, P, Thorpe, C
Формат:	Journal article
Опубликовано:	2012

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