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doi.org/10.1016/j.learninstruc.2019.101264

Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?

..., Kristina Reiss
18
Learning and Instruction6.20
Volume: 65, Pages: 101264 - 101264
Published: Feb 1, 2020
Abstract
Instructional design research promotes interactive and adaptive scaffolds as features of educational technology. Mathematics education research can guide elaborated fractions curricula to develop basic fraction concepts while challenging the natural number bias. Thus, we developed theory-grounded interactive material for learning fractions providing scaffolds in an eBook. Evaluating both, curriculum and scaffolds, we split 745 high-achieving and...
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Paper Details
Title
Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?
DOI
doi.org/10.1016/j.learninstruc.2019.101264
Published Date
Feb 1, 2020
Journal
Learning and Instruction
Volume
65
Pages
101264 - 101264
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