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27 Ιουν 2024 · This chapter examines how children’s understanding of fractions develops, considering their early competence with nonsymbolic fractions as well as later difficulties with symbolic fractions. Along the way, key methodological contributions and concerns are discussed, with the novice developmental scientist in mind.
1 Ιαν 2011 · Our theoretical model consists of six factors : inductive reasoning, explanations, justifications, conception for the magnitude of fractions, representations and connections with other concepts.
30 Ιουν 2013 · Identical fractions shared the same components, that is, same numerators and same denominators (e.g., 1/2_1/2). Equivalent fractions had the same magnitude, but different numerators and denominators (e.g., 1/2_2/4). Different fractions differed in terms of magnitude and components (e.g., 1/2_3/5).
18 Δεκ 2018 · Many students face difficulties with fractions. Research in mathematics education and cognitive psychology aims at understanding where and why students struggle with fractions and how to make teaching of fractions more effective.
Learning about fractions requires children to recognize that many prop-erties of whole numbers are not true of numbers in general and also to recognize that the one property that unites all real numbers is that they possess magnitudes that can be ordered on number lines.
fractions and sums of fractions are composed of unit fractions and can be represented by concatenating them (putting them together). To illustrate, both “3/9” and “2/9 1/9” can be represented by concate-nating three 1/9s; similarly, 2/9 1/8 can be represented by concatenating two 1/9s and one 1/8.
1 Αυγ 2019 · The present study employed a computational model of fraction arithmetic learning, FARRA ( F raction A rithmetic R eflects R ules and A ssociations; Braithwaite, Pyke, and Siegler, 2017), to investigate individual differences in children’s fraction arithmetic.
