Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Arithmetic | 1 |
| Behavior | 1 |
| Bias | 1 |
| Error Patterns | 1 |
| Fractions | 1 |
| Individual Differences | 1 |
| Learning Strategies | 1 |
| Learning Theories | 1 |
| Mathematics Achievement | 1 |
| Mathematics Instruction | 1 |
| Middle School Students | 1 |
| More ▼ | |
Source
| Grantee Submission | 1 |
Publication Type
| Reports - Research | 1 |
Education Level
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Florida | 1 |
| Pennsylvania (Pittsburgh) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkBraithwaite, David W.; Leib, Elena R.; Siegler, Robert S.; McMullen, Jake – Grantee Submission, 2019
Understanding fractions is critical to mathematical development, yet many children struggle with fractions even after years of instruction. Fraction arithmetic is particularly challenging. The present study employed a computational model of fraction arithmetic learning, FARRA (Fraction Arithmetic Reflects Rules and Associations; Braithwaite, Pyke,…
Descriptors: Individual Differences, Fractions, Arithmetic, Mathematics Instruction
