Individual Differences in Conceptual and Procedural Knowledge When Learning Fractions
Previous research on children's conceptual and procedural understanding of fractions, and other arithmetic skills, has led to contradictory conclusions. Some research suggests that children learn conceptual knowledge before procedural knowledge, some suggests that they learn procedural knowledg...
| Main Authors: | , , |
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| 格式: | Journal article |
| 語言: | English |
| 出版: |
2010
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