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Volumn 115, Issue 2, 2013, Pages 371-387

Limited knowledge of fraction representations differentiates middle school students with mathematics learning disability (dyscalculia) versus low mathematics achievement

Author keywords

Arabic numerals; Concrete symbols; Dyscalculia; Fractions; Low math achievement; Mathematics disability; Middle school; Visual models

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; CONCEPT FORMATION; EDUCATION; EDUCATIONAL STATUS; FEMALE; HUMAN; LEARNING DISORDER; LONGITUDINAL STUDY; MALE; MATHEMATICS; PSYCHOLOGICAL ASPECT;

EID: 84876363856     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2013.01.005     Document Type: Article
Times cited : (78)

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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.