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ERIC Number: ED389578
Record Type: Non-Journal
Publication Date: 1995-Oct
Pages: 7
Abstractor: N/A
Reference Count: N/A
Incongruity and Complexity of Young Children's Understanding of Simple Fractions.
Watanabe, Tad
Fifth grade children's (n=16) understandings of simple fractions such as 1/2, 1/3, and 1/4 were investigated. The study identified three alternative conceptions of fractions: (1) 1/"N" is one of "N equal" parts, (2) 1/N is one of "N equal" parts, and (3) parts must fit together to form the whole. In addition, many participants believed that the perimeter measured the area. This conception of area measurement also influenced the participants' problem-solving activities significantly. (Author/MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A