International Electronic Journal of Mathematics Education

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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APA

Lenz, K., & Wittmann, G. (2021). Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does it Look Like?. International Electronic Journal of Mathematics Education, 16(1), em0615. https://doi.org/10.29333/iejme/9282

Vancouver

Lenz K, Wittmann G. Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does it Look Like?. INT ELECT J MATH ED. 2021;16(1):em0615. https://doi.org/10.29333/iejme/9282

AMA

Lenz K, Wittmann G. Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does it Look Like?. INT ELECT J MATH ED. 2021;16(1), em0615. https://doi.org/10.29333/iejme/9282

Chicago

Lenz, Katja, and Gerald Wittmann. "Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does it Look Like?". International Electronic Journal of Mathematics Education 2021 16 no. 1 (2021): em0615. https://doi.org/10.29333/iejme/9282

Harvard

Lenz, K., and Wittmann, G. (2021). Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does it Look Like?. International Electronic Journal of Mathematics Education, 16(1), em0615. https://doi.org/10.29333/iejme/9282

MLA

Lenz, Katja et al. "Individual Differences in Conceptual and Procedural Fraction Knowledge: What Makes the Difference and What Does it Look Like?". International Electronic Journal of Mathematics Education, vol. 16, no. 1, 2021, em0615. https://doi.org/10.29333/iejme/9282