Greater Number of Larger Pieces: A Strategy to Promote Prospective Teachers’ Fraction Number Sense Development (original) (raw)

Eva Thanheiser

2016, International Group for the Psychology of Mathematics Education

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9 pages

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Citation Details Olanoff, D., Feldman, Z., Welder, R., Tobias, J., Thanheiser, E., & Hillen, A. (2016). Greater number of larger pieces: A strategy to promote prospective teachers’ fraction number sense development. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.), Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 799-807).