P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 4, Issue 2, 2011December 01, 2011 PDT
ccby-4.0
The Development of Chinese Students’ Understanding of the Concept of Fractions From Fifth to Eighth Grade
The Development of Chinese Students’ Understanding of the Concept of Fractions From Fifth to Eighth Grade
Articles in Vol. 4, Issue 2, 2011
Vol. 4, Issue 2, 2011
- Mathematical Knowledge for Teaching Algebraic Routines: A Case Study of Solving Quadratic EquationsXuhui Li
- The Development of Chinese Students’ Understanding of the Concept of Fractions From Fifth to Eighth GradeChunhui LiuZiqiang XinXia Li
- Error Patterns in Addition and Subtraction of Fractions Among Form Two StudentsNoraini IdrisLatha Maheswari Narayanan
- What We Learned From a Comparison of Mathematics Assessment in Australian and Chinese Primary SchoolsDacheng Zhao
- Comparative Study of the New and Experienced Teachers’ Differences in the General Teaching of MathematicsLijun YeFangli Zhou
- Probing Pre-service Teachers’ Mathematics Pedagogical Content Knowledge: A Lesson From the Case of the Monotonicity of FunctionMiao Li LiPing Yu
- A Study on the Development of Students’ Epistemological Beliefs About MathematicsYan ZhouDingliang TanYunzhi Zhu
- Table of ContentsZhonghe Wu
Liu, C., Xin, Z., & Li, X. (2011). The Development of Chinese Students’ Understanding of the Concept of Fractions From Fifth to Eighth Grade. Journal of Mathematics Education, 4(2), 17–34.