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Thesis

Factors contributing to children’s understanding of fractions: quantitative reasoning and arithmetic

Abstract:

The aim of this study was to investigate the origin of children’s understanding of fractions by testing a theoretical model in which quantitative reasoning and arithmetic knowledge are proposed as independent and significant factors for learning fractions. The model also includes non-verbal ability as a moderator of how much children learn when they participate in fractions lessons.

Quantitative reasoning is the ability to use relations between quantities to come to new conclusions...

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Role:
Supervisor
Role:
Supervisor
ORCID:
0000-0002-5309-7403
Type of award:
DPhil
Level of award:
Doctoral
Awarding institution:
University of Oxford
Language:
English
Keywords:
Subjects:
Deposit date:
2021-03-23

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