Undergraduate students' understanding of the contraposition equivalence rule in symbolic and verbal contexts
Literature suggests that the type of context wherein a task is placed relates to students' performance and solution strategies. In the particular domain of logical thinking, there is the belief that students have less difficulty reasoning in verbal than in logically equivalent symbolic tasks. T...
| المؤلفون الرئيسيون: | , , |
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| التنسيق: | Journal article |
| اللغة: | English |
| منشور في: |
2004
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