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Direct linkRittle-Johnson, Bethany; Koedinger, Kenneth – British Journal of Educational Psychology, 2009
Background: Knowledge of concepts and procedures seems to develop in an iterative fashion, with increases in one type of knowledge leading to increases in the other type of knowledge. This suggests that iterating between lessons on concepts and procedures may improve learning. Aims: The purpose of the current study was to evaluate the…
Descriptors: Mathematics Instruction, Mathematical Concepts, Mathematical Applications, Arithmetic
