The relevance of didactic categories for analysing obstacles in conceptual change: Revisiting the case of multiplication of fractions

Learning and Instruction

Volumn 18, Issue 1, 2008, Pages 3-17

  Prediger, Susanne ^a  

^a TU DORTMUND UNIVERSITY   (Germany)

Author keywords

Conceptual change; Fractions; Grundvorstellungen; Mathematics learning; Mental models

Indexed keywords

EID: 39749163438     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2006.08.001     Document Type: Article

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