Iterating between lessons on concepts and procedures can improve mathematics knowledge

British Journal of Educational Psychology

Volumn 79, Issue 3, 2009, Pages 483-500

  Rittle Johnson, Bethany ^a   Koedinger, Kenneth ^b  

^a VANDERBILT UNIVERSITY   (United States)

^b Carnegie Mellon University   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ARTICLE; CHILD; CLINICAL TRIAL; COMPARATIVE STUDY; COMPUTER PROGRAM; CONCEPT FORMATION; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; CURRICULUM; FEMALE; HUMAN; LEARNING; MALE; MATHEMATICS; RANDOMIZED CONTROLLED TRIAL; TEACHING;

ACHIEVEMENT; CHILD; COMPUTER-ASSISTED INSTRUCTION; CONCEPT FORMATION; CURRICULUM; FEMALE; HUMANS; MALE; MATHEMATICS; SOFTWARE; TEACHING; TRANSFER (PSYCHOLOGY);

EID: 68249144778     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709908X398106     Document Type: Article

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