Guiding students’ attention towards multiplicative relations around them: A classroom intervention
Guiding students’ attention towards multiplicative relations around them: A classroom intervention
<p xmlns="http://www.ncbi.nlm.nih.gov/JATS1">Learning fractions poses a challenge for many elementary school students, including applying fraction knowledge in novel contexts. For instance, there are substantial individual differences in students’ tendency of spontaneous focusing on quantitative relations (SFOR), which is related to the development of rational number knowledge. In this study, 4th grade …