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Peer reviewed Peer reviewed
ERIC Number: EJ605650
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1954
Early Learning and Awareness of Division: A Phenomenographic Approach.
Neuman, Dagmar
Educational Studies in Mathematics, v40 n2 p101-28 Nov 1999
Uses interviews with 72 pupils in grades 2-6 to investigate awareness of the relation between situation and computation in simple quotitive and partitive division problems as informally and formally experienced. Concludes that formal division, understood as related to everyday situations, only depends in interplay with informal knowledge. (Contains 36 references.) (Author/ASK)
Descriptors: Arithmetic, Computation, Division, Elementary Education, Mathematics Education, Relevance (Education)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A