Percent knowledge : effective teaching for learning, relearning and unlearning
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ID Code: | 36602 |
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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: | 23 Jun 2017 14:41 |
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