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Understanding the Critical Areas in Teaching and Learning of Geometry and Measurement

  • Hong, Dae S. (Department of Teaching and Learning, University of Iowa) ;
  • Choi, Kyong Mi (Department. of Curriculum, Instruction and Special Education, University of Virginia)
  • Accepted : 2022.09.27
  • Published : 2022.09.30

Abstract

Keywords

References

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  2. Hong, D. S., & Runnalls, C. (2020). Examining preservice teachers' responses to area conservation tasks. School Science and Mathematics, 120(5), 262-272. https://doi.org/10.1111/ssm.12409
  3. Hong, D. S., & Runnalls, C. (2022). "I don't think they need any help with the formula": Examining elementary preservice teachers' responses to volume tasks. School Science and Mathematics, 122(3), 155-168. https://doi.org/10.1111/ssm.12521
  4. Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Mathematics. Retrieved from http://timssandpirls.bc.edu/timss2015/international-results/
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  6. Runnalls, C., & Hong, D. S. (2019). "Well, they understand the concept of area": preservice teachers' responses to student area misconceptions. Mathematics Education Research Journal, 32, 629-651. https://doi.org/10.1007/s13394-019-00274-1