
06467622
j
2015e.00482
Cwikla, Julie
Can kindergartners do fractions?
Teach. Child. Math. 20, No. 6, 354364 (2014).
2014
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
F31
F41
F39
F49
C31
C39
U61
kindergarten
elementary school students
young children
mathematical concepts
concept formation
mathematics skills
preschool children
cognitive processes
vocabulary
age differences
freehand drawing
http://www.nctm.org/publications/article.aspx?id=40518
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 preschoolage and early elementary schoolage students solve fraction problems. Minimal empirical evidence exists as to whether children can comprehend or acquire such fractional concepts before the wholenumber 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 fiveyearolds before they had any formal instruction were examined. All seven of the fraction items in this study were framed socially, using a snacksharing context that the children would likely find familiar. Classroom implications of precurricular understanding are outlined. (ERIC)