Postgraduate Thesis: What are the differences in conceptual and procedural knowledge of fractions between high and low ability learners?

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TitleWhat are the differences in conceptual and procedural knowledge of fractions between high and low ability learners?
AuthorsMak, Yee-nei.
麥伊妮.
Issue Date2010
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
DegreeMaster of Social Sciences
SubjectFractions - Study and teaching (Elementary).
Number concept in children.
Learning, Psychology of.
Dept/ProgramEducational Psychology
DOIhttp://dx.doi.org/10.5353/th_b4558935
DC Field
Value
dc.contributor.authorMak, Yee-nei.
dc.contributor.author麥伊妮.
dc.date.hkucongregation2010
dc.date.issued2010
dc.description.naturepublished_or_final_version
dc.description.thesisdisciplineEducational Psychology
dc.description.thesislevelmaster's
dc.description.thesisnameMaster of Social Sciences
dc.identifier.doihttp://dx.doi.org/10.5353/th_b4558935
dc.identifier.hkulb4558935
dc.languageeng
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)
dc.relation.ispartofHKU Theses Online (HKUTO)
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
dc.source.urihttp://hub.hku.hk/bib/B45589355
dc.subject.lcshFractions - Study and teaching (Elementary).
dc.subject.lcshNumber concept in children.
dc.subject.lcshLearning, Psychology of.
dc.titleWhat are the differences in conceptual and procedural knowledge of fractions between high and low ability learners?
dc.typePG_Thesis