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ERIC Number: ED023612
Record Type: Non-Journal
Publication Date: 1968-Mar
Pages: 52
Abstractor: N/A
Reference Count: N/A
The Development of the Concepts of Ratio and Fraction in the Fourth, Fifth, and Sixth Years of the Elementary School.
Steffe, Leslie P.; Parr, Robert B.
Six tests were constructed, four on a pictorial level and two on a symbolic level, to measure the performance of fourth-, fifth-, and sixth-grade children, in three different ability groups, on problems concerning ratios or fractions. Two variables were of interest in the four tests on a pictorial level: (a) "equal" ratio situations vs. "equal" fraction situations, and (b) missing numerator vs. missing denominator. The two levels of the two variables of interest defined the four tests: (1) "equal" ratios with a missing numerator, (2) "equal" ratios with a missing denominator, (3) "equal" fractions with a missing numerator, and (4) "equal" fractions with a missing denominator. All four tests involved reductions. Variable (b) defined the two tests on a symbolic level. Very low correlations between the pictorial and symbolic tests indicated that a different understanding was required for each; the authors suggest a number of steps that may be taken to develop appropriate abilities in children. (GR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Identifiers - Location: Wisconsin