Blended and more: instructors organize sensemaking opportunities for mathematical equations in different ways when teaching the same scientific phenomenon
Abstract Background Many students solving quantitative problems in science struggle to apply mathematical instruction they have received to novel problems. The few students who succeed often draw on both their mathematical understanding of the equation and their scientific understanding of the pheno...
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| Principais autores: | , , |
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| 格式: | Artigo |
| 語言: | Inglês |
| 出版: |
SpringerOpen
2021-04-01
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| 叢編: | International Journal of STEM Education |
| 主題: | |
| 在線閱讀: | https://doi.org/10.1186/s40594-021-00280-5 |
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