ERIC Number: ED295826
Record Type: RIE
Publication Date: 1986
Reference Count: 0
Fractions: Children's Strategies and Errors. A Report of the Strategies and Errors in Secondary Mathematics Project.
This report describes an investigation in England of some of the problems children experience with fractions. In particular, the restricted view that some children have of fractions is investigated. The methodology involved a large number of interviews with secondary school children (aged 12-14). The results of these interviews led to the design of teaching experiments which involved both small groups and whole classes with a pretest, immediate posttest, and delayed posttest. Results of the study address student understanding of models of fractions, the division aspect of a fraction, fractions as numbers, and equivalent fractions as well as the teaching module that was developed. Implications for the teaching of fractions include: (1) the learning of fractions would be facilitated if teachers developed their skills of listening to children and of encouraging them to talk about their interpretation of fractions and associated problems; (2) a greater emphasis could be placed on the division interpretation of fractions; (3) more attention needs to be given to the basic ideas of equivalence of fractions; (4) more attention needs to be given to the limitation of the "part of a whole" model of a fraction; and (5) more attention needs to be paid to the importance of the transition from the realm of counting numbers to that of rational numbers. Appendices include the interview and testing materials. (PK)
Descriptors: Arithmetic, Fractions, Mathematics Achievement, Mathematics Curriculum, Mathematics Education, Mathematics Instruction, Mathematics Skills, Number Concepts, Problem Solving, Rational Numbers, Secondary Education, Secondary School Mathematics
NFER-NELSON Publishing Company, Ltd., Darville House, 2 Oxford Road East, Windsor, Berkshire SL4 1DF, England.
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Authoring Institution: N/A
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