Improving at-risk learners' understanding of fractions

Journal of Educational Psychology

Volumn 105, Issue 3, 2013, Pages 683-700

  Fuchs, Lynn S ^a   Schumacher, Robin F ^a   Long, Jessica ^a   Namkung, Jessica ^a   Hamlett, Carol L ^a   Jordan, Nancy C ^c   Siegler, Robert ^d   Gersten, Russell ^e   Changas, Paul ^f   Cirino, Paul T ^b  

^a VANDERBILT UNIVERSITY   (United States)

^b University of Houston   (China)

^c UNIVERSITY OF DELAWARE   (United States)

^d CARNEGIE MELLON UNIVERSITY   (United States)

^e Instructional Research Group   (United States)

^f Metropolitan Nashville   (United States)

Author keywords

Fractions; Intervention; Mathematics

Indexed keywords

EID: 84881656849     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0032446     Document Type: Article

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