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Works matching IS 00204277 AND DT 2017 AND VI 45 AND IP 3

Results: 4

1

Making connections among multiple graphical representations of fractions: sense-making competencies enhance perceptual fluency, but not vice versa.

Published in:

Instructional Science, 2017, v. 45, n. 3, p. 331, doi. 10.1007/s11251-017-9403-7

By:

Rau, Martina;
Aleven, Vincent;
Rummel, Nikol

Publication type:

Article

2

Combining concept maps and interviews to produce representations of personal professional theories in higher vocational education: effects of order and vocational domain.

Published in:

Instructional Science, 2017, v. 45, n. 3, p. 359, doi. 10.1007/s11251-017-9407-3

By:

den Bogaart, Antoine;
Schaap, Harmen;
Hummel, Hans;
Kirschner, Paul

Publication type:

Article

3

Preservice teachers' use of contrasting cases in mathematics instruction.

Published in:

Instructional Science, 2017, v. 45, n. 3, p. 311, doi. 10.1007/s11251-017-9408-2

By:

Schenke, Katerina;
Richland, Lindsey

Publication type:

Article

4

Is having more prerequisite knowledge better for learning from productive failure?

Published in:

Instructional Science, 2017, v. 45, n. 3, p. 377, doi. 10.1007/s11251-016-9402-0

By:

Toh, Pee;
Kapur, Manu

Publication type:

Article