Comparing the Effects of Concepts-First and Iterative Fraction Instruction Sequences

Conceptual and procedural instruction order may affect students’ learning and generalization of math skills. This study compared two instruction sequences, concepts-first and iterative, and their effect on fraction performance through a class-wide intervention. Fourth-grade students (N = 114) were r...

Ausführliche Beschreibung

Bibliographische Detailangaben

Veröffentlicht in:	The Elementary school journal 2023-09, Vol.124 (1), p.85-108
Hauptverfasser:	Running, Kristin, Codding, Robin S., Varma, Sashank, Rao, V. N. Vimal, Wackerle-Hollman, Alisha
Format:	Artikel
Sprache:	eng
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!