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...
Κύριοι συγγραφείς: | , , |
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Μορφή: | Online |
Γλώσσα: | English |
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Urray
2020
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Θέματα: | |
Διαθέσιμο Online: | https://pasithee.library.upatras.gr/ejupUNESCOchair/article/view/3376 |