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

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 journal › Article › peer-review

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 language	English
Pages (from-to)	257-275
Journal	Journal of Korea Society Educational Studies in Mathematics - School Mathematics
State	Published - 2016

Cite this

@article{f25e200132064d89ae824cf72003f670,

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

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.",

author = "Sunyoung Han and Raymond Flores and Fethi Inan and Esther Koontz",

year = "2016",

language = "English",

pages = "257--275",

journal = "Journal of Korea Society Educational Studies in Mathematics - School Mathematics",

}

The use of traditional algorithmic versus instruction with multiple representations: Impact on pre-algebra students' achievement with fractions, decimals, and percent. / Han, Sunyoung; Flores, Raymond ; Inan, Fethi et al.

In: Journal of Korea Society Educational Studies in Mathematics - School Mathematics, 2016, p. 257-275.

Research output: Contribution to journal › Article › peer-review

TY - JOUR

T1 - The use of traditional algorithmic versus instruction with multiple representations: Impact on pre-algebra students' achievement with fractions, decimals, and percent

AU - Han, Sunyoung

AU - Flores, Raymond

AU - Inan, Fethi

AU - Koontz, Esther

PY - 2016

Y1 - 2016

N2 - 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.

AB - 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.

M3 - Article

SP - 257

EP - 275

JO - Journal of Korea Society Educational Studies in Mathematics - School Mathematics

JF - Journal of Korea Society Educational Studies in Mathematics - School Mathematics

ER -

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

Abstract

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Cite this