Grounding mathematics in an integrated conceptual structure, part II: intervention study demonstrating robust learning and retention through a grounded curriculum.
- DOI
- 10.3389/fpsyg.2025.1507674
- Published
- 2025
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
limited evidence Score 45/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2025.1507674,
title = {Grounding mathematics in an integrated conceptual structure, part II: intervention study demonstrating robust learning and retention through a grounded curriculum.},
author = {Mickey KW and Kreisel LW and Su S and McClelland JL},
year = {2025},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2025.1507674},
url = {https://doi.org/10.3389/fpsyg.2025.1507674}
}RIS
TY - JOUR TI - Grounding mathematics in an integrated conceptual structure, part II: intervention study demonstrating robust learning and retention through a grounded curriculum. AU - Mickey KW AU - Kreisel LW AU - Su S AU - McClelland JL PY - 2025 JO - Frontiers in psychology DO - 10.3389/fpsyg.2025.1507674 UR - https://doi.org/10.3389/fpsyg.2025.1507674 ER -
APA
KW, M., LW, K., S, S., & JL, M. (2025). Grounding mathematics in an integrated conceptual structure, part II: intervention study demonstrating robust learning and retention through a grounded curriculum.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2025.1507674
Source records
- pubmed · retrieved 2026-09-25T13:10:38.568Z