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The equivalence and ordering of fractions in part-whole and quotient situations. (English)
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).
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.
Classification: F42 C32 A62
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