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ERIC Number: ED287725
Record Type: RIE
Publication Date: 1987-Apr
Pages: 16
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Understanding Fractions as Quantities: Is It Related to Fraction Computational Skill?
Cuneo, Diane O.
The purpose of this study was to assess children's and adults' quantitative understanding of fractions in a new and potentially definitive way, and to determine whether this understanding was related to fraction computational skill. Thirty-seven seventh graders and 32 adults (college students) participated in the study. A computation task was used to classify subjects as "good" or "poor" at fraction computation. An estimation task was used to classify the same subjects as "good" or "poor" at understanding fraction size. If such understanding is important to learning or remembering fraction computation rules, subjects would be expected to be "good" or "poor" at both. The study indicated that a quantitative notion of fractions was only one of the variables determining fraction computational skill. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Language: English
Sponsor: EXXON Education Foundation, New York, NY.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).