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Improving at-risk learners' understanding of fractions:
Fuchs, Lynn S.
;
Schumacher, Robin F.
;
Long, Jessica
...
Journal of Educational Psychology. 105 (2013) 3 - p. 683-700 , 2013
Link:
https://doi.org/10.1037/a0032446
RT Journal T1 <Title>Improving at-risk learners' understanding of fractions</Title> UL https://suche.suub.uni-bremen.de/peid=cr-10.1037_a0032446&Exemplar=1&LAN=DE A1 Fuchs, Lynn S. A1 Schumacher, Robin F. A1 Long, Jessica A1 Namkung, Jessica A1 Hamlett, Carol L. A1 Cirino, Paul T. A1 Jordan, Nancy C. A1 Siegler, Robert A1 Gersten, Russell A1 Changas, Paul PB American Psychological Association (APA) YR 2013 SN 1939-2176 SN 0022-0663 JF Journal of Educational Psychology VO 105 IS 3 SP 683 OP 700 LK http://dx.doi.org/https://doi.org/10.1037/a0032446 DO https://doi.org/10.1037/a0032446 SF ELIB - SuUB Bremen
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