Work

Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students?

Year: 2016

Type: article

Source: Journal of Research on Educational Effectiveness

DOI: 10.1080/19345747.2015.1123336

Authors: Lynn S. Fuchs, Sonya K. Sterba, Douglas Fuchs, Amelia S. Malone

Institution: Vanderbilt University

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDGs: Quality education, Good health and well-being

Open Access status: closed

OpenAlex ID: W2258183467

FWCI: 3.376

Cites: 25

Cited by: 28

Related to: 10