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Direct linkLi, Hui-Chuan – International Journal of Mathematical Education in Science and Technology, 2014
This study examines students' procedural and conceptual achievement in fraction addition in England and Taiwan. A total of 1209 participants (561 British students and 648 Taiwanese students) at ages 12 and 13 were recruited from England and Taiwan to take part in the study. A quantitative design by means of a self-designed written test is adopted…
Descriptors: Comparative Analysis, Addition, Mathematics Instruction, Foreign Countries
