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Download full textPearn, Catherine; Stephens, Max; Pierce, Robyn – Mathematics Education Research Group of Australasia, 2019
To succeed in mathematics middle-years' students must move from additive to multiplicative thinking and from arithmetic calculations to generalised algebraic strategies. If we ask the right questions this progression can be monitored and prompted through fraction tasks. Students' solution strategies for fraction tasks vary from a dependence on…
Descriptors: Progress Monitoring, Prompting, Algebra, Middle School Students
