Effect of cognitive-communicative model on senior high school students’ proficiency in solving algebraic word problems
Abstract This research examined the impact of the Cognitive-Communicative (C–C) model as a pedagogical strategy for teaching algebraic word problems (AWPs). The C–C model integrates structured dialogue, concept clarification, and systematic problem-solving steps to enhance students’ comprehension an...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-06-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-025-00619-y |
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