The conceptual/procedural distinction belongs to strategies, not tasks: A comment on Gabriel et al. (2013)

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Bibliographic Details
Published in:Frontiers in psychology 2013, Vol.4, p.820-820
Main Author: Faulkenberry, Thomas J
Format: Article
Language:English
Subjects:
conceptual knowledge
fractions
mathematics education
procedural knowledge
Psychology
strategies
Citations: Items that cite this one
Online Access:Get full text
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ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2013.00820