An Intervention Study Using Cognitive Conflict to Foster Conceptual Change

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An Intervention Study Using Cognitive Conflict to Foster Conceptual Change

The study involved evaluating the efficacy of a conceptual change instructional programme involving cognitive conflict in (1) facilitating form 2 (grade 8) students’ understanding of algebra concepts, and (2) assessing changes in students’ attitudes towards learning mathematics, in a mixed quantitat...

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Bibliographic Details
Main Authors:	Chow, Tuck-Choy, Treagust, David
Format:	Journal Article
Published:	SEAMEO Regional Centre for Education in Science and Mathematics 2013
Online Access:	http://hdl.handle.net/20.500.11937/42636

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