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ERIC Number: ED500921
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Using Research to Inform Practice: Children Make Sense of Division of Fractions
Bulgar, Sylvia
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p157-164
The purpose of this paper is to share the strategies that children invented to solve problems involving division of fractions in the absence of algorithmic instruction. The data come from two sources, the first being a teaching experiment and the second being the regular classroom practice of this teacher/researcher. It was found that when the conditions of the teaching experiment were replicated, the three methods that students constructed to solve the identical problems involving division of fractions were the same as those seen in the original group. The three methods involved reasoning concerning natural numbers, measurement and fraction knowledge, all of which relate to counting. (Contains 5 footnotes.) [For complete proceedings, see ED500859.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Grant or Contract Numbers: N/A