id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
flr-132	Bempeni, Maria; Vamvakoussi, Xenia	Individual differences in students’ knowing and learning about fractions: Evidence from an in-depth qualitative study	2015	18	.pdf	application/pdf	9684	523	57	We stress that at the moment this study took place the mathematics curriculum as well as the mathematics textbooks, were “traditional’, in the sense that they emphasized general, computation-intensive procedures for dealing with fraction tasks (Smith, 1995). We also provide preliminary evidence indicating that students with strong conceptual fraction knowledge adopt a deep approach to mathematics learning (associated with the intention to understand), whereas students with poor conceptual fraction knowledge adopt a superficial approach (associated with the intention to reproduce).	cache/flr-132.pdf	txt/flr-132.txt