YOUNG STUDENTS’ FORMS OF REASONING ABOUT MULTIPLE QUANTITIES

Nicole Panorkou; Erell Germia

YOUNG STUDENTS’ FORMS OF REASONING ABOUT MULTIPLE QUANTITIES

Nicole Panorkou
, Erell Germia

Mathematics

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	19-23
Number of pages	5
Journal	For the Learning of Mathematics
Volume	43
Issue number	1
State	Published - 2023

Cite this

@article{51cfb295073b478ca9eeae8e278b5d93,

title = "YOUNG STUDENTS{\textquoteright} FORMS OF REASONING ABOUT MULTIPLE QUANTITIES",

author = "Nicole Panorkou and Erell Germia",

note = "Funding Information: This research was supported by the National Science Foundation (\#1742125). The reviews expressed do not necessarily reflect official positions of the Foundation. The researchers would like to thank Sowmith Etikyala, Toni York and Michelle Zhu for the development of the simulations. They would also like to thank Jay Singh and Pankaj Lal for their input on the science content of the explorations.",

year = "2023",

language = "English",

volume = "43",

pages = "19--23",

journal = "For the Learning of Mathematics",

issn = "0228-0671",

publisher = "FLM Publishing Association",

number = "1",

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TY - JOUR

T1 - YOUNG STUDENTS’ FORMS OF REASONING ABOUT MULTIPLE QUANTITIES

AU - Panorkou, Nicole

AU - Germia, Erell

N1 - Funding Information: This research was supported by the National Science Foundation (#1742125). The reviews expressed do not necessarily reflect official positions of the Foundation. The researchers would like to thank Sowmith Etikyala, Toni York and Michelle Zhu for the development of the simulations. They would also like to thank Jay Singh and Pankaj Lal for their input on the science content of the explorations.

PY - 2023

Y1 - 2023

UR - https://www.scopus.com/pages/publications/85153406277

M3 - Article

AN - SCOPUS:85153406277

SN - 0228-0671

VL - 43

SP - 19

EP - 23

JO - For the Learning of Mathematics

JF - For the Learning of Mathematics

IS - 1

ER -

YOUNG STUDENTS’ FORMS OF REASONING ABOUT MULTIPLE QUANTITIES

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