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Equivalent fractions: Their difficulty and educational implications
4 references·2 citing·27 second hop
Equivalent fractions: Their difficulty and educational implications (1995)Equivalent fractions: Their difficulty an…Learning Fractions with Understanding: Building on Informal Knowledge (1990)Learning Fractions with Under…Acquisition of mathematics concepts and processes (1983)Acquisition of mathematics co…The Role of Action in the Development of Thinking (1977)The Role of Action in the Dev…Knowledge and Development (1977)Knowledge and DevelopmentFine grain assessment of students’ mathematical understanding: participatory and anticipatory stagesin learning a new mathematical conception (2007)Fine grain assessment of stud…Children's Constructions of Knowledge for Fraction Division After Solving Realistic Problems (2002)Children's Constructions of K…The Child's Conception of Physical Causality (1932)The growth of logical thinking: From childhood to adolescence. (1958)The Early Growth of Logic in the Child (1965)Improving Learning and Teaching Through Action Learning and Action Research (1993)Bidirectional Cultural Transmission and Constructive Sociogenesis (1994)Negotiation of meaning and co-construction of knowledge: An experimental analysis of asynchronous online instruction (2008)Teachers of Mathematics (1948)Situated Cognition and the Culture of Learning (1989)Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study (1989)Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge (1995)Culturally Relevant Mathematics Teaching in a Mexican American Context (1997)Enhancing Students' Understanding of Mathematics: A Study of Three Contrasting Approaches to Professional Support (2001)National Council of Teachers of Mathematics (1979)Actual Minds, Possible Worlds (1986)Actual Minds, Possible Worlds. (1986)Changing Pre-Service Elementary Teachers' Beliefs about Mathematical Knowledge. (2015)Mind in Society: The Development of Higher Psychological Processes (1978)Handbook of Qualitative Research (1994)Designing Technology for Content-Independent Collaborative Mobile Learning (2012)The Splitting Group (2012)Participatory and Anticipatory Stages of Mathematical Concept Learning: Further Empirical and Theoretical Development (2016)On the Distinction between False Belief Understanding and Subscribing to an Interpretive Theory of Mind (1996)On seeing human: A three-factor theory of anthropomorphism. (2007)Learning by Expanding (2014)Developing Children's Understanding of the Rational Numbers: A New Model and an Experimental Curriculum (1999)Teaching for understanding (2003)The role of metacognitive skills in developing critical thinking (2010)
this work references cited by second hop

References

  • 1983Acquisition of mathematics concepts and processes726 cited
  • 1990Learning Fractions with Understanding: Building on Informal Knowledge282 cited
  • 1977The Role of Action in the Development of Thinking192 cited
  • 1977Knowledge and Development135 cited

Cited by

  • 2007Fine grain assessment of students’ mathematical understanding: participatory and anticipatory stagesin learning a new mathematical conception84 cited
  • 2002Children's Constructions of Knowledge for Fraction Division After Solving Realistic Problems61 cited

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