Why is learning fraction and decimal arithmetic so difficult
Datos Bibliográficos
| ID | 19385682 |
|---|---|
| Autores | Hugues Lortie-Forgues, Hugues Lortie‐Forgues (0000-0002-4060-8980, University of York, autor de correspondencia), Jing Tian (0000-0001-7746-7782), Tian Jing (0000-0002-3047-5352, Carnegie Mellon University), Robert S Siegler (0000-0001-5457-5158, Carnegie Mellon University) |
| Año | 2015 |
| Volumen | 38 |
| Páginas | 201-221 |
| Fecha de publicación | 2015-12-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Developmental Review (JOURNAL) |
| Identificadores de la revista | ISSN: 0273-2297 • E-ISSN: 1090-2406 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.dr.2015.07.008 |
| OpenAlex | W1771752432 |
| Idioma | EN |
| Citas recibidas | 28 |
| Referencias citadas | 65 |
Arithmetic · Decimal · Mathematics education · Cognitive and developmental aspects of mathematical skills · Computer Science · Education Methods and Practices · Mathematics · Mathematics Education and Teaching Techniques
Errors in Fraction Arithmetic Among Sixth-Grade Students With Mathematics Difficulties
The Set Model
When Reducing Fractions Hurts and When It Helps Performance
Constructing and validating a test to assess pre-service teachers’ knowledge of real numbers
The Interplay Between the Natural Number Bias and Fraction Magnitude Processing in Low-Achieving Students
Back to basics
Visual Translator
Rational numbers
Rational Number Interventions for Students With Mathematics Difficulties
The potential of digital tools to enhance mathematics and science learning in secondary schools
Supporting primary students' learning of fraction conceptual knowledge through digital games
Impact of a game‐based intervention on fraction learning for fifth‐grade students
Predicting fraction and algebra achievements online
The discrepancy between students’ performance in hands-on and paper-and-pencil mathematics
University students' misconceptions about rational numbers
How do people choose among rational number notations
Predicting Middle School Profiles of Algebra Performance Using Fraction Knowledge
Basic mathematical skills and fraction understanding predict percentage understanding
Building personalised homework from a learning analytics based formative assessment
Discriminant validity and interrelations of conceptual and procedural knowledge in fractions and algebra
Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis
Linking teachers’ solution strategies to their performance on fraction word problems
Theories of cognitive development
Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes
Are conceptual knowledge and procedural knowledge empirically separable? The case of fractions
Parameterizing Individual Differences in Fraction and Decimal Arithmetic
Methodological Issues When Interpreting Changes in Social Phenomena Over Time
Inhibition and cognitive load in fractions and decimals
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
An integrated theory of whole number and fractions development
Early Predictors of High School Mathematics Achievement
Teaching and Learning Fraction and Rational Numbers
The development of mental arithmetic
Teachers' content and pedagogical content knowledge on rational numbers
Developmental and individual differences in understanding of fractions
Development of verbatim and gist memory for numbers
Role of conceptual knowledge in mathematical procedural learning
Iterating between lessons on concepts and procedures can improve mathematics knowledge
| Obras citantes distintas | 28 |
|---|---|
| Citas por año | 2,55 |
| Intervalo de citas | 2015 - 2026 (12) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 28 |