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| Behr, Merlyn J. | 1 |
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Behr, Merlyn J.; And Others – Focus on Learning Problems in Mathematics, 1988
Children in grades four and five had instruction on fractions with a continuous manipulative aid to help transfer their knowledge to tasks with a discrete manipulative aid. Results suggest that discrete-embodiment tasks are more difficult than continuous-embodiment tasks. (MNS)
Descriptors: Educational Research, Elementary Education, Elementary School Mathematics, Fractions
