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A Special Design of Mathematics Education and Student Understanding of Symbolic Numerical Magnitude | Abstract
Mathematica Eterna

Mathematica Eterna
Open Access

ISSN: 1314-3344

+1-845-458-6882

Abstract

A Special Design of Mathematics Education and Student Understanding of Symbolic Numerical Magnitude

Sophia Emma*

In our study we have a tendency to examined changes in student justifications over time with AN intervention that role player from the most effective tutorial practices within the fields of education and arithmetic education. These justifications were provided by teacher-identified troubled second-grade students whereas participating in symbolic numerical magnitude comparisons.

Published Date: 2021-08-25; Received Date: 2021-08-01

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