The Complexity of the Affordance–Ability Relationship When Second-Grade Children Interact with Mathematics Virtual Manipulative Apps
Crossref DOI link: https://doi.org/10.1007/s10758-016-9276-x
Published Online: 2016-02-11
Published Print: 2016-10
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Tucker, Stephen I.
Moyer-Packenham, Patricia S.
Westenskow, Arla
Jordan, Kerry E.
Funding for this research was provided by:
Vice President for Research Office category of Research Catalyst Funding at Utah State University
Text and Data Mining valid from 2016-02-11