id: 05240164
dt: a
an: 2008a.00301
au: Mamede, Ema; Nunes, Terezinha; Bryant, Peter
ti: The equivalence and ordering of fractions in part-whole and quotient
situations.
so: Chick, H. L. (ed.) et al., Proceedings of the 29th annual conference of the
International Group for the Psychology of Mathematics Education, PME
29, Melbourne, Australia, July 10‒15, 2005. Vol 1-4. Melbourne:
University of Melbourne, Dep. of Science and Mathematics Education.
Part III, 281-288 (2005).
py: 2005
pu: Melbourne: University of Melbourne, Dep. of Science and Mathematics
Education
la: EN
cc: F42 C32 A62
ut: ordering of fractions; understanding; empirical investigations; grade 1;
primary education
ci:
li: emis:proceedings/PME29/PME29RRPapers/PME29Vol3MamedeEtAl.pdf
ab: Summary: This paper describes children’s understanding of equivalence,
ordering of fractions, and naming of fractions in part-whole and
quotient situations. The study involves eighty first-grade children,
aged 6 and 7 years from Braga, Portugal. Three questions were
addressed: (1) How do children understand the equivalence of fractions
in part-whole and quotient situations? (2) How do they master the
ordering of fractions in these situations? (3) How do children learn to
represent fractions with numbers in these situations? A quantitative
analysis showed that the situations in which the concept of fractions
is used affected childrens’ understanding; their performance in
quotient situations was better than their performance in problems
presented in part- whole situations. The strategies used also differed
across these two situations.
rv: