Individual Differences in the Relational Understanding of Mathematical Equivalence
Many children have a limited view of the equal sign and do not understand that the left and right sides of an equation need to represent the same amount, even after instruction. In the present study, I investigated domain-general and domain-specific factors that account for differences in children’...
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| Format: | Others |
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2012
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| Online Access: | http://spectrum.library.concordia.ca/974771/1/Adrien_MA_F2012.pdf Adrien, Emmanuelle <http://spectrum.library.concordia.ca/view/creators/Adrien=3AEmmanuelle=3A=3A.html> (2012) Individual Differences in the Relational Understanding of Mathematical Equivalence. Masters thesis, Concordia University. |