Peer reviewedERIC Number: EJ465999
Record Type: Journal
Publication Date: 1993
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Abstractor: N/A
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Origini Concettuali di Errori che si Riscontrano Nel Confrontare Numeri Decimali e Frazioni=Conceptual Sources of Difficulties Concerning the Ordering of Decimal Numbers and the Comparison of Fractions.
Bonotto, C.
L'Insegnamento della Matematica e delle Scienze Integrate, v16 n1 p9-45 Jan 1993
Examined fifth-grade students' survey responses to investigate incorrect rules that derive from children's efforts to interpret decimals as integers or as fractions. Regarding fractions, difficulties arise because only the whole-part approach to fractions is presented in elementary school. (Author/MDH)
Descriptors: Cognitive Structures, Decimal Fractions, Elementary Education, Elementary School Mathematics, Elementary School Students, Foreign Countries, Fractions, Grade 5, Inequality (Mathematics), Mathematical Concepts, Mathematics Education, Mathematics Instruction, Misconceptions, School Surveys
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: Italian
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Authoring Institution: N/A
Identifiers - Location: Italy
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