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ERIC Number: ED501127
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Goal Sketches in Fraction Learning
Sophian, Catherine; Madrid, Samara
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), v4 p231-236
To examine how conceptual knowledge about fraction magnitudes changes as students' learning progresses, 5th and 7th-grade students were asked to solve fraction magnitude problems that entailed finding a fraction between two given fractions and then to evaluate solutions for similar problems that were modeled for them. When the given fractions share a common denominator or numerator, a simple strategy is to keep the common value and choose an intermediate value for the other component. 5th graders used this strategy on both common-numerator and common-denominator problems, and judged it "very smart" when it was modeled. 7th graders typically converted common numerator fractions to a common denominator and often judged the strategy of picking an intermediate denominator "not smart." (Contains 2 figures.) [For complete proceedings, see ED500860.]
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 5; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States