Explaining individual differences in strategy variability amongst secondary school mathematics students
This thesis reports an investigation of individual differences in children's learning of a concept in mathematics, involving rates of change on linear graphs. Evidence in the literature suggests both that high levels of strategy variability are associated with conceptual change in mathematics a...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2007
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| Online Access: | https://eprints.nottingham.ac.uk/10424/ |