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Mendeley readers
Chapter title |
Can Erroneous Examples Help Middle-School Students Learn Decimals?
|
---|---|
Chapter number | 15 |
Book title |
Towards Ubiquitous Learning
|
Published by |
Springer, Berlin, Heidelberg, September 2011
|
DOI | 10.1007/978-3-642-23985-4_15 |
Book ISBNs |
978-3-64-223984-7, 978-3-64-223985-4
|
Authors |
Seiji Isotani, Deanne Adams, Richard E. Mayer, Kelley Durkin, Bethany Rittle-Johnson, Bruce M. McLaren |
Mendeley readers
The data shown below were compiled from readership statistics for 62 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
Country | Count | As % |
---|---|---|
Brazil | 2 | 3% |
United States | 1 | 2% |
Korea, Republic of | 1 | 2% |
Unknown | 58 | 94% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Ph. D. Student | 13 | 21% |
Student > Master | 10 | 16% |
Student > Bachelor | 7 | 11% |
Researcher | 4 | 6% |
Student > Doctoral Student | 3 | 5% |
Other | 11 | 18% |
Unknown | 14 | 23% |
Readers by discipline | Count | As % |
---|---|---|
Computer Science | 18 | 29% |
Social Sciences | 11 | 18% |
Mathematics | 8 | 13% |
Psychology | 5 | 8% |
Earth and Planetary Sciences | 1 | 2% |
Other | 3 | 5% |
Unknown | 16 | 26% |