Developmental predictors of fraction concepts and procedures

Journal of Experimental Child Psychology

Volumn 116, Issue 1, 2013, Pages 45-58

  Jordan, Nancy C ^a   Hansen, Nicole ^a   Fuchs, Lynn S ^b   Siegler, Robert S ^c   Gersten, Russell ^d   Micklos, Deborah ^a  

^a UNIVERSITY OF DELAWARE   (United States)

^b VANDERBILT UNIVERSITY   (United States)

^c CARNEGIE MELLON UNIVERSITY   (United States)

^d Instructional Research Group   (United States)

Author keywords

Fractions; Mathematics; Mathematics achievement; Number knowledge; Numerical magnitude representation; Procedural and conceptual knowledge

Indexed keywords

ACHIEVEMENT; ARTICLE; ATTENTION; CHILD; CHILD DEVELOPMENT; FEMALE; FOLLOW UP; HUMAN; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDY; MALE; MATHEMATICS; METHODOLOGY; PHYSIOLOGY; PROBLEM SOLVING; READING; SHORT TERM MEMORY;

ACHIEVEMENT; ATTENTION; CHILD; CHILD DEVELOPMENT; FEMALE; FOLLOW-UP STUDIES; HUMANS; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDIES; MALE; MATHEMATICS; MEMORY, SHORT-TERM; PROBLEM SOLVING; READING;

EID: 84878970273     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2013.02.001     Document Type: Article

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