@article {MATHEDUC.06467622,
author = {Cwikla, Julie},
title = {Can kindergartners do fractions?},
year = {2014},
journal = {Teaching Children Mathematics},
volume = {20},
number = {6},
issn = {1073-5836},
pages = {354-364},
publisher = {National Council of Teachers of Mathematics (NCTM), Reston, VA},
abstract = {Summary: Mathematics professor Julie Cwikla decided that she needed to investigate young children's understandings and see what precurricular partitioning notions young minds bring to the fraction table. Cwikla realized that only a handful of studies have examined how preschool-age and early elementary school-age students solve fraction problems. Minimal empirical evidence exists as to whether children can comprehend or acquire such fractional concepts before the whole-number bias is ensconced. Her research investigates the following questions: Are preschool kindergarten children capable of understanding fractional quantities; If so, are they best presented in the context of fair sharing problems? Children's na{\"\i}ve understanding of fair sharing and the differences in strategies for solving contextual problems among three-, four-, and five-year-olds before they had any formal instruction were examined. All seven of the fraction items in this study were framed socially, using a snack-sharing context that the children would likely find familiar. Classroom implications of precurricular understanding are outlined. (ERIC)},
msc2010 = {F31xx (F41xx F39xx F49xx C31xx C39xx U61xx)},
identifier = {2015e.00482},
}