Percent knowledge : effective teaching for learning, relearning and unlearning

Dole, Shelley Louise (1999) Percent knowledge : effective teaching for learning, relearning and unlearning. PhD thesis, Queensland University of Technology.

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131 since deposited on 22 Sep 2010
116 in the past twelve months

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ID Code: 36602
Item Type: QUT Thesis (PhD)
Supervisor: Cooper, Thomas J.
Additional Information: Presented to the Centre for Mathematics and Science Education, Queensland University of Technology.
Keywords: Percentage Study and teaching (Secondary), Mathematics Study and teaching (Secondary), percent knowledge, percent instruction, percent problem solving, percent as a proportion, proportional reasoning, multiplicative structure of percent increase, metacognition, metacognitive training, mathematics diagnosis and intervention, diagnostic-prescriptive mathematics instruction, misconceptions, errors and knowledge, attention, remembering, forgetting, proactive inhibition, thesis, doctoral
Institution: Queensland University of Technology
Copyright Owner: Copyright Shelley Louise Dole
Deposited On: 22 Sep 2010 13:05
Last Modified: 27 Nov 2015 07:42

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