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Are physical experiences with the balance model beneficial for students’ algebraic reasoning? An evaluation of two learning environments for linear equations

dc.contributor.authorOtten, Mara
dc.contributor.authorVan den Heuvel-Panhuizen, Marja
dc.contributor.authorVeldhuis, Michiel
dc.contributor.authorBoom, Jan
dc.contributor.authorHeinze, Aiso
dc.date.accessioned2020-09-28T13:23:11Z
dc.date.available2020-09-28T13:23:11Z
dc.date.created2020-07-25T11:55:08Z
dc.date.issued2020
dc.identifier.citationOtten, M., van den Heuvel-Panhuizen, M., Veldhuis, M., Boom, J. & Heinze, A. (2020). Are physical experiences with the balance model beneficial for students’ algebraic reasoning? An evaluation of two learning environments for linear equations. Education Sciences, 10(6):163. doi:en_US
dc.identifier.issn2227-7102
dc.identifier.urihttps://hdl.handle.net/11250/2680015
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleAre physical experiences with the balance model beneficial for students’ algebraic reasoning? An evaluation of two learning environments for linear equationsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2020 The Author(s)en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283en_US
dc.subject.nsiVDP::Matematikk og Naturvitenskap: 400::Matematikk: 410::Algebra/algebraisk analyse: 414en_US
dc.source.pagenumber25en_US
dc.source.volume10en_US
dc.source.journalEducation Sciencesen_US
dc.source.issue6en_US
dc.identifier.doi10.3390/educsci10060163
dc.identifier.cristin1820488


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal