Camilla Gilmore
@camillakgilmore.bsky.social
Mathematical cognition and early mathematics research at Loughborough University UK
Horribly true.
January 30, 2024 at 9:35 AM
Horribly true.
Nice. Maybe we should have a “Prof For A Day” section on the CMC blog?
January 30, 2024 at 8:12 AM
Nice. Maybe we should have a “Prof For A Day” section on the CMC blog?
@krzysztofcipora.bsky.social I’ve only read the abstract so far but this looks worth a look
December 22, 2023 at 8:24 AM
@krzysztofcipora.bsky.social I’ve only read the abstract so far but this looks worth a look
Looks like a great lineup of speakers!
December 20, 2023 at 2:49 PM
Looks like a great lineup of speakers!
Yes I did notice you do that! Don’t get the city reference I’m afraid…
December 15, 2023 at 3:16 PM
Yes I did notice you do that! Don’t get the city reference I’m afraid…
Although as a response to Reviewer 2 might also be appropriate!
December 14, 2023 at 7:14 PM
Although as a response to Reviewer 2 might also be appropriate!
🤣 more in the context of how over-the-top “we thank the reviewer for this extremely helpful comment” can come across if over-used.
December 14, 2023 at 7:13 PM
🤣 more in the context of how over-the-top “we thank the reviewer for this extremely helpful comment” can come across if over-used.
Well now you have a plausible factor to speculate about!
December 13, 2023 at 10:24 PM
Well now you have a plausible factor to speculate about!
12th Dec
Schiller et al found middle school students have explicit knowledge that n/n = 1 but lack flexible understanding. Perform poorer on fraction num line & arithmetic tasks involving n/n than 1. Lack of examples in textbooks may contribute. Wonder if cross cultural differences in this?
Schiller et al found middle school students have explicit knowledge that n/n = 1 but lack flexible understanding. Perform poorer on fraction num line & arithmetic tasks involving n/n than 1. Lack of examples in textbooks may contribute. Wonder if cross cultural differences in this?
The Power of One: The Importance of Flexible Understanding of an Identity Element| Journal of Numeri...
jnc.psychopen.eu
December 12, 2023 at 10:32 PM
12th Dec
Schiller et al found middle school students have explicit knowledge that n/n = 1 but lack flexible understanding. Perform poorer on fraction num line & arithmetic tasks involving n/n than 1. Lack of examples in textbooks may contribute. Wonder if cross cultural differences in this?
Schiller et al found middle school students have explicit knowledge that n/n = 1 but lack flexible understanding. Perform poorer on fraction num line & arithmetic tasks involving n/n than 1. Lack of examples in textbooks may contribute. Wonder if cross cultural differences in this?