Explaining individual differences in strategy variability amongst secondary school mathematics students

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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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Bibliographic Details
Main Author:	Jay, Tim
Format:	Thesis (University of Nottingham only)
Language:	English
Published:	2007
Subjects:	cognition mathematics problem solving individual differences verbal protocols gender
Online Access:	https://eprints.nottingham.ac.uk/10424/

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