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

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

Hiển thị phiên bản (1) khác

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...

Mô tả đầy đủ

Chi tiết về thư mục
Những tác giả chính:	Hallett, D, Nunes, T, Bryant, P, Thorpe, C
Định dạng:	Journal article
Được phát hành:	2012

Những quyển sách tương tự

Individual differences in conceptual and procedural fraction understanding: the role of abilities and school experience.
Bằng: Hallett, D, et al.
Được phát hành: (2012)

Individual Differences in Conceptual and Procedural Knowledge When Learning Fractions
Bằng: Hallett, D, et al.
Được phát hành: (2010)

Conceptual and Procedural Understanding in the Division of Algebraic Fractions
Bằng: Jomar Cabuquin, et al.
Được phát hành: (2024-06-01)

Primary School Pupils’ Performance on the Addition of Fractions: Conceptual and Procedural Knowledge
Bằng: Nor' Arifahwati Abbas, et al.
Được phát hành: (2022-04-01)

Elementary School Students' Conceptual and Procedural Knowledge in Solving Fraction Problems
Bằng: Elis Syafa Magfirotin, et al.
Được phát hành: (2024-03-01)

Investigating student ability to follow reasoning chains: The role of conceptual understanding
Bằng: Beth A. Lindsey, et al.
Được phát hành: (2023-04-01)

How Students Solve The Logarithm? Conceptual and Procedural Understanding
Bằng: Heri Kusuma, et al.
Được phát hành: (2016-01-01)

Gender differences in elementary school students’ fraction learning: roles of spatial ability and mathematical anxiety
Bằng: Ruhai Zhang, et al.
Được phát hành: (2024-12-01)

Applying meta-abilities to outsourcing: An individual based conceptual framework
Bằng: Selamat, Mohamad Hisyam, et al.
Được phát hành: (2009)

An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework
Bằng: Patrice Potvin, et al.
Được phát hành: (2023-06-01)

The effectiveness of the CLEAR module in improving year four pupils’ procedural and conceptual knowledge of fractions titles in urban school
Bằng: Mokhtar, Azarul, et al.
Được phát hành: (2022)

Developing conceptual understanding and procedural skill in mathematics : an interactive process /
Bằng: 356397 Rittle-Johnson, Bethany, et al.

Understanding Competence Acquisition in Design: An Analysis of the Conceptual Foundation of Design Ability
Bằng: Ufuk Ulusan, et al.
Được phát hành: (2017-08-01)

Phenomenology of Conceptual Understanding Ability, Representation, and Student Algorithm on Stoichiometry Materials
Bằng: Aulia Rizki Fitriani, et al.
Được phát hành: (2022-06-01)

Middle school students’ conceptual understanding of earthquakes
Bằng: Toprak-Dereli Döne, et al.
Được phát hành: (2018-01-01)

Generalising principles in spite of procedural differences: Children's understanding of division
Bằng: Kornilaki, E, et al.
Được phát hành: (2005)

An Identification of Conceptual and Procedural Understanding: Study on Preservice Secondary Mathematics Teacher
Bằng: Kondradus Yohanes Klau, et al.
Được phát hành: (2020-12-01)

The understanding of evolution at primary school: can an intervention improve conceptual understanding?
Bằng: McGowan-Smyth, J
Được phát hành: (2020)

The Effect of Deep Dialogue/Critical Thinking Model on Students’ Conceptual Understanding Ability
Bằng: Bertha Jean Que, et al.
Được phát hành: (2022-05-01)

The role of GeoGebra software in conceptual understanding and engagement among secondary school student
Bằng: Hidayat, Riyan, et al.
Được phát hành: (2024)

The role of GeoGebra software in conceptual understanding and engagement among secondary school student
Bằng: Riyan Hidayat, et al.
Được phát hành: (2024-04-01)

Understanding the Patient Experience: A Conceptual Framework
Bằng: Patrick Oben MD
Được phát hành: (2020-12-01)

The Interaction of Procedural Skill, Conceptual Understanding and Working Memory in Early Mathematics Achievement
Bằng: Camilla Gilmore, et al.
Được phát hành: (2017-12-01)

Creating a diagnostic test to assess conceptual understanding of fraction operations
Bằng: Dia Prima Juwita, et al.
Được phát hành: (2024-12-01)

Aversion against machines with complex mental abilities: The role of individual differences
Bằng: Andrea Grundke, et al.
Được phát hành: (2024-08-01)

Understanding Unemployment Normalization: Individual Differences in an Alternative Experience With Unemployment
Bằng: Claude Houssemand, et al.
Được phát hành: (2020-12-01)

The relative importance of two different mathematical abilities to mathematical achievement.
Bằng: Nunes, T, et al.
Được phát hành: (2012)

The relative importance of two different mathematical abilities to mathematical achievement
Bằng: Nunes, T, et al.
Được phát hành: (2012)

Understanding the identity of lived experience researchers and providers: a conceptual framework and systematic narrative review
Bằng: Veenu Gupta, et al.
Được phát hành: (2023-04-01)

The Relative Importance of Two Different Mathematical Abilities to Mathematical Achievement
Bằng: Bryant, P, et al.
Được phát hành: (2011)

Preservice Elementary Teachers’ Perspectives about the Roles of Conceptual Understanding and Factual/Procedural Knowledge in Learning and Teaching Mathematics and Science
Bằng: Sarah Quebec Fuentes, et al.
Được phát hành: (2014-05-01)

Preservice Elementary Teachers’ Perspectives about the Roles of Conceptual Understanding and Factual/Procedural Knowledge in Learning and Teaching Mathematics and Science
Bằng: Sarah Quebec Fuentes, et al.
Được phát hành: (2014-05-01)

Individual differences in numerical abilities in preschoolers.
Bằng: Dowker, A
Được phát hành: (2008)

Role of visual abilities in mathematics learning: An analysis of conceptual representation
Bằng: Mohamad Rif'at, et al.
Được phát hành: (2024-06-01)

Profile of Students’ Conceptual Understanding of Physics in Senior High School
Bằng: Nur Khoiri, et al.
Được phát hành: (2022-12-01)

An Analysis on Students’ Speaking Ability of Procedure Text at Senior High School
Bằng: Karina Kurnia Marbes, et al.
Được phát hành: (2022-02-01)

The Use of Concrete-Pictorial-Abstract Approach to Enhance Learners’ Conceptual Understanding of Fractions
Bằng: Leboho Sello, et al.
Được phát hành: (2024-12-01)

Individual differences in children's facial expression recognition ability: The role of nature and nurture.
Bằng: Lau, J, et al.
Được phát hành: (2009)

Methods of diagnosing conceptual abilities
Bằng: M.A. Kholodnaya, et al.
Được phát hành: (2019-01-01)

Elementary school teachers’ understanding of unit fractions
Bằng: Arthur Powell, et al.
Được phát hành: (2022-12-01)