ERIC Number: ED442671
Record Type: RIE
Publication Date: 2000-Apr
Reference Count: N/A
Long-Term Effects of Building on Informal Knowledge in a Complex Content Domain: The Case of Multiplication of Fractions.
Mack, Nancy K.
Four students participated in a two year study (fifth- and sixth-grade) focused on the development of their understanding of multiplication of fractions. During the first year, all students received individualized instruction designed to encourage them to build on their informal knowledge of partitioning to solve problems involving multiplication of fractions. During the second year, all students received similar individualized instruction 4 times over a period of 9 months. They also received classroom instruction focused on algorithmic procedures for multiplication of fractions. In the long term, all students consistently drew on their informal knowledge of partitioning on their own to solve problems. However, students' thinking was also dominated by their knowledge of algorithmic procedures at times. (Contains 43 references.) (Author/ASK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Spencer Foundation, Chicago, IL.
IES Cited: ED512043
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April, 27-28, 2000). Also supported by the University of Pittsburgh School of Education.