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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 FieldValue
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
 
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