
06292021
j
2014c.00625
Adhami, Mundher
Ratio easy, fractions hard.
Equals 15, No. 3, 1416 (2009).
2009
Mathematical Association (MA), Leicester
EN
F82
F42
D72
C32
ratio
proportion
fractions
approach
ratio concepts are more accessible than fractions
primary education
student activities
ratiofraction comparisons
concept formation
learning problems
descriptive thinking
interpretative thinking
misconceptions
http://www.ma.org.uk/pdf/equals_15_3.pdf
Summary: Something happens when mathematical ideas are approached `from the ground up' rather than from the `from top down'. The author looks at recent realisations in the classroom.