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Direct linkYan, Veronica X.; Sana, Faria – Journal of Educational Psychology, 2021
When learning new information, should students focus on studying 1 concept at a time or should they alternate studying between different concepts? Recent research shows that students should mix up or interleave the study of different concepts, particularly when the concepts are related or hard to discriminate (Carvalho & Goldstone, 2015). But…
Descriptors: Learning Processes, Beliefs, Evidence, Metacognition
Download full textVamvakoussi, Xenia; Bempeni, Maria; Poulopoulou, Stavroula; Tsiplaki, Ioanna – Online Submission, 2019
In this article we present an overview of four studies investigating Greek secondary students' conceptual and procedural knowledge of fractions. We discuss the problem of defining conceptual and procedural knowledge, and the implications of adopting one particular definition over others. We draw on the studies and their results to discuss the…
Descriptors: Secondary School Students, Mathematics Instruction, Fractions, Concept Formation
