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Number Lines, but Not Area Models, Support Children’s Accuracy and Conceptual Models of Fraction Division

Number Lines, but Not Area Models, Support Children’s Accuracy and Conceptual Models of Fraction Division

Sidney, Pooja G.; Thompson, Clarissa A.; Rivera, Ferdinand D.

期刊名称Contemporary Educational Psychology
作者Sidney, Pooja G.; Thompson, Clarissa A.; Rivera, Ferdinand D.
印刷ISSN0361-476X
文件大小1143.18KB
发表时间2019-3
DOI10.1016/j.cedpsych.2019.03.011

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