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A boundary of the second multiplicative concept: the case of Milo

Educational studies in mathematics, 2022, Vol.109 (1), p.177-193

2022

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Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers

Educational studies in mathematics, 2021-07, Vol.107 (3), p.525-545

Copur-Gencturk, Yasemin

2021

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Numerical magnitude understanding of natural and rational numbers in secondary-school students: a number line estimation study

Educational studies in mathematics, 2024-02

2024

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How reform curricula in the USA and Korea present multiplication and division of fractions

Educational studies in mathematics, 2010-06, Vol.74 (2), p.117-142

2010

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Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

Educational studies in mathematics, 2024, Vol.116 (2), p.185-211

2024

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Pre-service teachers' flexibility with referent units in solving a fraction division problem

Educational studies in mathematics, 2017-11, Vol.96 (3), p.327-348

Lee, Mi Yeon

2017

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Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

Educational studies in mathematics, 2021-05, Vol.107 (1), p.49-70

2021

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Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study

Educational studies in mathematics, 2022-11, Vol.111 (3), p.515-541

2022

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Two conceptions of fraction equivalence

Educational studies in mathematics, 2021-05, Vol.107 (1), p.135-157

2021

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Algebraic and fractional thinking in collective mathematical reasoning

Educational studies in mathematics, 2021-11, Vol.108 (3), p.473-491

2021

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Students' individual schematization pathways - empirical reconstructions for the case of part-of-part determination for fractions

Educational studies in mathematics, 2017-02, Vol.94 (2), p.185-203

2017

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Examining Interactions between Problem Posing and Problem Solving with Prospective Primary Teachers: A Case of Using Fractions

Educational studies in mathematics, 2017-09, Vol.96 (1), p.101-118

2017

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How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait

Educational studies in mathematics, 2012-02, Vol.79 (2), p.239-261

Alajmi, Amal Hussain

2012

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An analysis of elementary school children's fractional knowledge depicted with circle, rectangle, and number line representations

Educational studies in mathematics, 2015-07, Vol.89 (3), p.419-441

Tunç-Pekkan, Zelha

2015

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Exploratory mathematics talk in a second language: a sociolinguistic perspective

Educational studies in mathematics, 2019-06, Vol.101 (2), p.215-232

2019

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Assessing the potential of mathematics textbooks to promote deep learning

Educational studies in mathematics, 2013-02, Vol.82 (2), p.183-199

2013

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Teachers' professional practice conducting mathematical discussions

Educational studies in mathematics, 2016-09, Vol.93 (1), p.51-66

2016

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Levels of students' "conception" of fractions

Educational studies in mathematics, 2012-01, Vol.79 (1), p.61-83

2012

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Microgenetic analysis of young children's shifts of attention in arithmetic tasks: underlying dynamics of change in phases of seemingly stable task performance

Educational studies in mathematics, 2019-09, Vol.102 (1), p.47-74

2019

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How fifth-grade pupils reason about fractions: a reliance on part-whole subconstructs

Educational studies in mathematics, 2018-11, Vol.99 (3), p.335-357

2018

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"Variation problems" and their roles in the topic of fraction division in Chinese mathematics textbook examples

Educational studies in mathematics, 2011-01, Vol.76 (1), p.65-85

Sun, Xuhua

2011

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Theorizing mathematics instruction using ritual: tensions in teaching fractions in a fifth grade classroom

Educational studies in mathematics, 2019-06, Vol.101 (2), p.195-213

2019

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Academic music: music instruction to engage third-grade students in learning basic fraction concepts

Educational studies in mathematics, 2012-10, Vol.81 (2), p.251-278

2012

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Developing teachers' subject didactic competence through problem posing

Educational studies in mathematics, 2013-05, Vol.83 (1), p.133-143

2013

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Categorizing and promoting reversibility of mathematical concepts

Educational studies in mathematics, 2016-10, Vol.93 (2), p.137-153

2016

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A boundary of the second multiplicative concept: the case of Milo

Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers

Numerical magnitude understanding of natural and rational numbers in secondary-school students: a number line estimation study

How reform curricula in the USA and Korea present multiplication and division of fractions

Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

Pre-service teachers' flexibility with referent units in solving a fraction division problem

Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study

Two conceptions of fraction equivalence

Algebraic and fractional thinking in collective mathematical reasoning

Students' individual schematization pathways - empirical reconstructions for the case of part-of-part determination for fractions

Examining Interactions between Problem Posing and Problem Solving with Prospective Primary Teachers: A Case of Using Fractions

How do elementary textbooks address fractions? A review of mathematics textbooks in the USA, Japan, and Kuwait

An analysis of elementary school children's fractional knowledge depicted with circle, rectangle, and number line representations

Exploratory mathematics talk in a second language: a sociolinguistic perspective

Assessing the potential of mathematics textbooks to promote deep learning

Teachers' professional practice conducting mathematical discussions

Levels of students' "conception" of fractions

Microgenetic analysis of young children's shifts of attention in arithmetic tasks: underlying dynamics of change in phases of seemingly stable task performance

How fifth-grade pupils reason about fractions: a reliance on part-whole subconstructs

"Variation problems" and their roles in the topic of fraction division in Chinese mathematics textbook examples

Theorizing mathematics instruction using ritual: tensions in teaching fractions in a fifth grade classroom

Academic music: music instruction to engage third-grade students in learning basic fraction concepts

Developing teachers' subject didactic competence through problem posing

Categorizing and promoting reversibility of mathematical concepts

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