A CASE STUDY OF TEACHER RESPONSES TO A DOUBLING ERROR AND DIFFICULTY IN LEARNING EQUIVALENT FRACTIONS. | EBSCOhost

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Title: A CASE STUDY OF TEACHER RESPONSES TO A DOUBLING ERROR AND DIFFICULTY IN LEARNING EQUIVALENT FRACTIONS.
Authors: Ding, Meixia; Li, Xiaobao; Capraro, Mary Margaret; Kulm, Gerald
Publication: Investigations in Mathematics Learning, 2011, Vol 4, Issue 2, p42
ISSN: 1947-7503
Publication type: Academic Journal