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Direct linkRoss, John A.; Bruce, Catherine D. – International Journal of Mathematical Education in Science and Technology, 2009
Students have difficulty learning fractions, and problems in understanding fractions persist into adulthood, with moderate to severe consequences for everyday and occupational decision-making. Remediation of student misconceptions is hampered by deficiencies in teachers' knowledge of the discipline and pedagogical content knowledge. We theorized…
Descriptors: Educational Technology, Grade 7, Pedagogical Content Knowledge, Misconceptions
