Towards curricular coherence in integers and fractions: A study of the efficacy of a lesson sequence that uses the number line as the principal representational context

ZDM - International Journal on Mathematics Education

Volumn 45, Issue 3, 2013, Pages 343-364

  Saxe, Geoffrey B ^a   Diakow, Ronli ^a   Gearhart, Maryl ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Curriculum; Elementary mathematics education; Fractions; Integers

Indexed keywords

EID: 84886415573     PISSN: 18639690     EISSN: 18639704     Source Type: Journal    
DOI: 10.1007/s11858-012-0466-2     Document Type: Article

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