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Cited by 58Mathematics Education and Teaching TechniquesMathematics Education and PedagogyScience Education and Pedagogy

The DOI matches its Crossref record; 39 of the 39 references it cites were found in a registry or an index.

Generating procedural and conceptual knowledge of fractions by pre-service teachers

Open access
Chinnappan, Mohan, Forrester, Tricia·2014·Mathematics Education Research Journal
DOI 10.1007/s13394-014-0131-x
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Overview

Integrity signals

Registry

Crossref · 10.1007/s13394-014-0131-x

Cites

39 of 39 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 39 references

Research works printed but not linked: 5

  1. Board of Studies NSW. (2002). Mathematics K-6: syllabus 2002. Sydney: Author.
  2. Board of Studies NSW. (2003). Mathematics years 7–10 syllabus. Sydney: Author.
  3. Flores, A. (2002). Profound understanding of division of fractions. In B. Litwiller & G. Bright (Eds.), NCTM handbook: Making sense of fractions, ratios and proportions (pp. 237–246). Reston: National Council of Teachers of Mathematics.
  4. NSW Department of Education and Training. (2003). Fractions, pikelets and lamingtons. Ryde: Author.
  5. Siebert, D. (2002). Connecting informal thinking and algorithms: the case of division of fractions. In B. Litwiller & G. Bright (Eds.), NCTM yearbook: Making sense of fractions, ratios and proportions (pp. 247–256). Reston: National Council of Teachers of Mathematics.

Cited by

Metadata

Authors
Chinnappan, M., & Forrester, T.
Affiliations
  • University of South Australia (AU)
  • University of Wollongong (AU)
Corresponding author
Chinnappan, Mohan
ORCID
Chinnappan, Mohan
Venue
Mathematics Education Research Journal
Publisher
Springer Science and Business Media LLC
Published
2014-07-15
Volume
26
Issue
4
Pages
871-896
ISSN
  • 1033-2170 (ISSN-L)
  • 2211-050X
DOI
10.1007/s13394-014-0131-x
OpenAlex
W1976970228
Cited by
58
References
39
Citations by year
2026: 3 · 2025: 1 · 2024: 5 · 2023: 2 · 2022: 7 · 2021: 8 · 2020: 6 · 2019: 4 · 2018: 10 · 2017: 7 · 2016: 4 · 2015: 1
FWCI
20.55
Type
journal article
Language
en
Open access
Licence
  • other-oa
  • www.springer.com/tdm (tdm)
Locations
  • Mathematics Education Research Journal (publishedVersion)
  • Research Online (University of Wollongong) (submittedVersion)
  • Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion, other-oa)
  • Figshare (submittedVersion)
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Mathematics Education and Pedagogy
  • Social Sciences › Education › Science Education and Pedagogy
Keywords
fractions, pre-service teachers, procedural knowledge, conceptual knowledge, content knowledge, pedagogical content knowledge, teaching and learning approaches, teacher professional development, numeracy

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.