Individual differences in students' knowing and learning about fractions: Evidence from an in-depth qualitative study
We present the results of an in-depth qualitative study that examined ninth graders' conceptual and procedural knowledge of fractions as well as their approach to mathematics learning, in particular fraction learning. We traced individual differences, even extreme, in the way that students comb...
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| Format: | Book |
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EARLI,
2015-04-01T00:00:00Z.
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