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

TitleWhat are the differences in conceptual and procedural knowledge of fractions between high and low ability learners?
Authors
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

 

DC FieldValueLanguage
dc.contributor.authorMak, Yee-nei.-
dc.contributor.author麥伊妮.-
dc.date.issued2010-
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-
dc.identifier.hkulb4558935-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelmaster's-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b4558935-
dc.date.hkucongregation2010-

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