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Liu, Yingyi – British Journal of Educational Psychology, 2018
Background: Prior studies on fraction magnitude understanding focused mainly on students with relatively sufficient formal instruction on fractions whose fraction magnitude understanding is relatively mature. Aim: This study fills a research gap by investigating fraction magnitude understanding in the early stages of fraction instruction. It…
Descriptors: Fractions, Mathematics Achievement, Grade 4, Mathematics Instruction
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Hu, Weiping; Adey, Philip; Jia, Xiaojuan; Liu, Jia; Zhang, Lei; Li, Jing; Dong, Xiaomei – British Journal of Educational Psychology, 2011
Background: Methods for teaching thinking may be described as out-of-context or infusion. Both approaches have potential to raise students' general cognitive processing ability and so raise academic achievement, but each has disadvantages. Aims: To describe and evaluate a theory-based learn to think (LTT) curriculum for primary school students,…
Descriptors: Academic Achievement, Foreign Countries, Grade 3, Grade 2