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Contrasting Cases

Using Contrasting Examples to Support Procedural Flexibility and Conceptual Understanding in Mathematics

Harvard Graduate School of Education

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Star and Rittle-Johnson describe and illustrate teaching techniques that improve both students' understanding of concepts and procedural skill. Evidence-Based Practices for Supporting Understanding and Skill in Mathematics.

October 23, 2013

Webinar.  Carnegie Learning. Watch and listen

Read more about Star and Rittle-Johnson describe and illustrate teaching techniques that improve both students' understanding of concepts and procedural skill. Evidence-Based Practices for Supporting Understanding and Skill in Mathematics.

Star discusses the definition of Algebra and reasons why students struggle to understand Algebra.

October 23, 2013

 Making Algeba Easier. Webinar. Education Week. Watch and listen

Read more about Star discusses the definition of Algebra and reasons why students struggle to understand Algebra.

News List

Star and Rittle-Johnson describe and illustrate teaching techniques that improve both students' understanding of concepts and procedural skill. Evidence-Based Practices for Supporting Understanding and Skill in Mathematics.

October 23, 2013

Webinar.  Carnegie Learning. Watch and listen

Read more about Star and Rittle-Johnson describe and illustrate teaching techniques that improve both students' understanding of concepts and procedural skill. Evidence-Based Practices for Supporting Understanding and Skill in Mathematics.

Star discusses the definition of Algebra and reasons why students struggle to understand Algebra.

October 23, 2013

 Making Algeba Easier. Webinar. Education Week. Watch and listen

Read more about Star discusses the definition of Algebra and reasons why students struggle to understand Algebra.
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Institutions and Funders

Participating institutions:

Harvard Graduate School of Education Harvard Graduate School of Education

Temple University Temple University

Vanderbilt University Vanderbilt University

Funded by: 

National Science Foundation

Institute of Education Sciences

Contact

compare@gse.harvard.edu

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