The impact of fraction magnitude knowledge on algebra performance and learning

Journal of Experimental Child Psychology

Volumn 118, Issue 1, 2014, Pages 110-118

  Booth, Julie L ^a   Newton, Kristie J ^a   Twiss Garrity, Laura K ^a  

^a TEMPLE UNIVERSITY   (United States)

Author keywords

Algebra; Encoding; Equation solving; Fraction knowledge; Number lines; Proportional reasoning

Indexed keywords

ARTICLE; CHILD; EDUCATION; EDUCATIONAL STATUS; ENCODING; EQUATION SOLVING; FEMALE; FRACTION KNOWLEDGE; HUMAN; LEARNING; MALE; MATHEMATICS; NUMBER LINES; PROBLEM SOLVING; PROPORTIONAL REASONING;

ALGEBRA; ENCODING; EQUATION SOLVING; FRACTION KNOWLEDGE; NUMBER LINES; PROPORTIONAL REASONING;

CHILD; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; FEMALE; HUMANS; LEARNING; MALE; MATHEMATICS; PROBLEM SOLVING;

EID: 84888130018     PISSN: 00220965     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jecp.2013.09.001     Document Type: Article

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