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1 이수진, "단위 조정 단계에 따른 학생의 비례 문제 해결" 대한수학교육학회 30 (30): 245-279, 2020
2 Heaton, R. M., "Who is minding the mathematics content? A case study of a fifthgrade teacher" 93 : 153-162, 1992
3 Ball, D., "What’s all this talk about “discourse”?" 39 (39): 44-48, 1991
4 Kim, J., "Two elementary school teachers’ knowledge of fraction multiplications and divisions with drawn representations" 2016
5 Shulman, L. S., "Those who understand: Knowledge growth in teaching" 15 (15): 4-14, 1986
6 Fischbein, E., "The role of implicit models in solving verbal problems in multiplication and division" 16 : 3-17, 1985
7 Dreyfus, T., "The nature of mathematical thinking" Lawrence Erlbaum 253-284, 1996
8 Steffe, L. P., "The development of multiplicative reasoning in the learning of mathematics" State University of New York Press 3-39, 1994
9 Behr, M., "The development of multiplicative reasoning in the learning of mathematics" SUNY Press 123-180, 1994
10 Shin, J., "The alignment of student fraction learning with textbooks in Korea and the United States" 51 : 129-149, 2018
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