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Autor:
Bruce M. May
Publikováno v:
Pythagoras, Vol 45, Iss 1, Pp e1-e14 (2024)
A cohort of pre-service mathematics students was exposed to a teaching strategy based on retrieval practice and test-potentiated learning. The aim of the study was to determine how high and low prior topic knowledge study participants compare in term
Externí odkaz:
https://doaj.org/article/252cfc9e142b45458d2e1975b17ab373