Teach, Do, Practise, Behave: Fractions
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What are Fractions?

What are fractions?
Early Predictors of High School Achievement (Siegler et al., 2012)
Revisiting a Theoretical Model on Fractions (Charalambous et al., 2005)
The Rational Number Sub-Constructs as a Foundation for Problem Solving (Doyle et al., 2015)
Fractions (Askew, 2011)
Mindful Learning (Langer, 2000)
Fractions in other representations
Equivalence and Comparison
Teach, Do, Practise, Behave

Phasing Learning
Representational Fluency in Middle School: A Classroom Study (Nathan et al., 2002)
The Real Story Behind Story Problems: Effects of Representations on Quantitative Reasoning (Koedinger et al., 2004)
Bridging Instruction
Teaching and Doing
Learning from Examples: Instructional Principles from the Worked Examples Research (Atkinson et al., 2000)
Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge (Barbieri & Booth, 2020)
Examples and Tutored Problems: How can Self-Explanation Make a Difference to Learning? (Najar & Mitrovic, 2011)
What is Practising?
Mathematical Fluency: the Nature of Practice and the Role of Subordination (Hewitt, 1996)
What does 'behaving' look like?
Developing mathematical fluency: comparing exercises and rich tasks (Foster, 2017)
Assessing Mathematical Proficiency: What is important? (Burkhart, 2007)
Low attainers exhibiting higher-order mathematical thinking (Watson, 2001)
What makes a Rich Task? (Griffin, 2009)
A Learning Episode...

Learning from Examples: Instructional Principles from the Worked Examples Research (Atkinson et al., 2000)

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