An analysis of elementary school children’s fractional knowledge depicted with circle, rectangle, and number line representations
Crossref DOI link: https://doi.org/10.1007/s10649-015-9606-2
Published Online: 2015-05-24
Published Print: 2015-07
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Tunç-Pekkan, Zelha
Text and Data Mining valid from 2015-05-24