The use of traditional algorithmic versus instruction with multiple representations: Impact on pre-algebra students' achievement with fractions, decimals, and percent

Sunyoung Han, Raymond Flores, Fethi Inan, Esther Koontz

Research output: Contribution to journalArticle

Abstract

Han, S., Flores, R., Inan, F. A., & Koontz, E. (2016), The use of traditional algorithmic versus instruction with multiple representations: Impact on pre-algebra students' achievement with fractions, decimals, and percent. Journal of Korea Society Educational Studies in Mathematics, 18(2), 257-275.
Original languageEnglish
Pages (from-to)257-275
JournalJournal of Korea Society Educational Studies in Mathematics - School Mathematics
StatePublished - 2016

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