Think fast, think slow : algebra learning
Use concepts in system 1 & system 2 to explain students' mistakes. Explore if the concepts in system 1 & system 2 can influence teachers' interventions to reduce mistakes made by students. [1st Award]
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| Format: | Student Research Poster |
| Language: | English |
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Nanyang Technological University
2021
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| Online Access: | https://hdl.handle.net/10356/151818 |
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sg-ntu-dr.10356-1518182021-07-04T20:11:48Z Think fast, think slow : algebra learning Chiang, Florence Siu Sia - National Institute of Education Leong Yew Hoong yewhoong.leong@nie.edu.sg Science::Mathematics Science::General::Education Use concepts in system 1 & system 2 to explain students' mistakes. Explore if the concepts in system 1 & system 2 can influence teachers' interventions to reduce mistakes made by students. [1st Award] 2021-07-02T06:34:55Z 2021-07-02T06:34:55Z 2019 Student Research Poster Chiang, F. S. S. (2019). Think fast, think slow : algebra learning. Student Research Poster, Nanyang Technological University, Singapore. https://hdl.handle.net/10356/151818 https://hdl.handle.net/10356/151818 en NIE18062 © 2019 The Author(s). application/pdf Nanyang Technological University |
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Science::Mathematics Science::General::Education Chiang, Florence Siu Sia Think fast, think slow : algebra learning |
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Use concepts in system 1 & system 2 to explain students' mistakes. Explore if the concepts in system 1 & system 2 can influence teachers' interventions to reduce mistakes made by students. [1st Award] |
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- Chiang, Florence Siu Sia |
| format |
Student Research Poster |
| author |
Chiang, Florence Siu Sia |
| author_sort |
Chiang, Florence Siu Sia |
| title |
Think fast, think slow : algebra learning |
| title_short |
Think fast, think slow : algebra learning |
| title_full |
Think fast, think slow : algebra learning |
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Think fast, think slow : algebra learning |
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Think fast, think slow : algebra learning |
| title_sort |
think fast, think slow : algebra learning |
| publisher |
Nanyang Technological University |
| publishDate |
2021 |
| url |
https://hdl.handle.net/10356/151818 |
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1705151345063886848 |