Improving Children's Knowledge of Fraction Magnitudes.

PLoS One · 2016 · PMC5074569 · PMID 27768756

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0.0850

closest p · 1.7× alpha

0.0850

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The sentences

marginally significantp = .085so close (0.05 < p ≤ 0.1)

Unexpectedly, however, children who practiced fraction number line estimation without feedback also improved, though the improvement was smaller and marginally significant (pretest PAE = 21%, SD = 19, posttest PAE = 18%, SD = 18), t (24) = -1.80, p = .085, d = -0.36.

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