Effects of Concrete-Representational-Abstract instruction on fractions among low-achieving sixth-grade students

The purpose of this study is to examine the effects of an explicit Concrete-Representational-Abstract (CRA) approach that emphasised conceptual knowledge of fractions on low-achieving sixth-grade students. Participants were 34 sixth-grade students, of which 10 showed low achievement in fractions (LA...

Πλήρης περιγραφή

Λεπτομέρειες βιβλιογραφικής εγγραφής
Κύριοι συγγραφείς: LEMONIDIS, CHARALAMPOS, ANASTASIOU, DIMITRIS, ILIADOU, THALIA
Μορφή: Online
Γλώσσα:English
Έκδοση: Urray 2020
Θέματα:
Διαθέσιμο Online:https://pasithee.library.upatras.gr/ejupUNESCOchair/article/view/3376