The effectiveness of using incorrect examples to support learning about decimal magnitude

Learning and Instruction

Volumn 22, Issue 3, 2012, Pages 206-214

  Durkin, Kelley ^a   Rittle Johnson, Bethany ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

Comparison; Conceptual and procedural knowledge; Incorrect examples; Mathematics learning; Misconceptions

Indexed keywords

EID: 84856573546     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2011.11.001     Document Type: Article

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