Iterating between lessons on concepts and procedures can improve mathematics knowledge.
about
Neural predictors of individual differences in response to math tutoring in primary-grade school children.Patterns of strengths and weaknesses in children's knowledge about fractions.Distributing learning over time: the spacing effect in children's acquisition and generalization of science concepts.Addressing the struggle to link form and understanding in fractions instruction.Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status.Counting on fine motor skills: links between preschool finger dexterity and numerical skills.
P2860
Iterating between lessons on concepts and procedures can improve mathematics knowledge.
description
2009 nî lūn-bûn
@nan
2009年の論文
@ja
2009年学术文章
@wuu
2009年学术文章
@zh-cn
2009年学术文章
@zh-hans
2009年学术文章
@zh-my
2009年学术文章
@zh-sg
2009年學術文章
@yue
2009年學術文章
@zh
2009年學術文章
@zh-hant
name
Iterating between lessons on concepts and procedures can improve mathematics knowledge.
@en
Iterating between lessons on concepts and procedures can improve mathematics knowledge.
@nl
type
label
Iterating between lessons on concepts and procedures can improve mathematics knowledge.
@en
Iterating between lessons on concepts and procedures can improve mathematics knowledge.
@nl
prefLabel
Iterating between lessons on concepts and procedures can improve mathematics knowledge.
@en
Iterating between lessons on concepts and procedures can improve mathematics knowledge.
@nl
P2860
P356
P1476
Iterating between lessons on concepts and procedures can improve mathematics knowledge.
@en
P2093
Bethany Rittle-Johnson
Kenneth Koedinger
P2860
P304
P356
10.1348/000709908X398106
P577
2009-02-18T00:00:00Z