Distributions of textbook problems predict student learning: Data from decimal arithmetic.

Published on Apr 1, 2021in Journal of Educational Psychology
· DOI :10.1037/EDU0000618
Jing Tian5
Estimated H-index: 5
,
David W. Braithwaite7
Estimated H-index: 7
,
Robert S. Siegler100
Estimated H-index: 100
Source
Abstract
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Understanding fractions and decimals requires not only understanding each notation separately, or within-notation knowledge, but also understanding relations between notations, or cross-notation knowledge. Multiple notations pose a challenge for learners but could also present an opportunity, in that cross-notation knowledge could help learners to achieve a better understanding of rational numbers than could easily be achieved from within-notation knowledge alone. This hypothesis was tested by r...
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