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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ516839
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0021-8251
Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge.
Mack, Nancy K.
Journal for Research in Mathematics Education, v26 n5 p422-41 Nov 1995
Four third-grade and three fourth-grade students received individualized instruction on addition and subtraction of fractions for three weeks. Students overgeneralized the meanings of symbolic representations for whole numbers to fractions and vice versa. (MKR)
Descriptors: Concept Formation, Elementary Education, Elementary School Students, Fractions, Grade 3, Grade 4, Prior Learning, Symbols (Mathematics), Whole Numbers
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Representations (Mathematics)