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Improving conceptual and procedural knowledge: The impact of instructional content within a mathematics lesson |
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| Authors: | Bethany Rittle‐Johnson Emily R. Fyfe Abbey M. Loehr |
| Affiliation: | 1. Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA;2. Department of Psychological and Brain Science, Indiana University Bloomington, Indiana, USA |
| Abstract: | |
| Keywords: | conceptual knowledge procedural knowledge direct instruction problem exploration mathematics instruction |