APA (7th ed.) Citation

Zhang, S., Yu, S., Xiao, J., Liu, Y., & Jiang, T. (2022). The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities. International Journal of Science & Mathematics Education, 20(7), 1481. https://doi.org/10.1007/s10763-021-10215-9

Chicago Style (17th ed.) Citation

Zhang, Shudong, Shuyuan Yu, Jing Xiao, Yunting Liu, and Ting Jiang. "The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities." International Journal of Science & Mathematics Education 20, no. 7 (2022): 1481. https://doi.org/10.1007/s10763-021-10215-9.

MLA (9th ed.) Citation

Zhang, Shudong, et al. "The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities." International Journal of Science & Mathematics Education, vol. 20, no. 7, 2022, p. 1481, https://doi.org/10.1007/s10763-021-10215-9.