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ERIC Number: ED520918
Record Type: Non-Journal
Publication Date: 2010-Jul
Pages: 8
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: N/A
Gap Thinking in Fraction Pair Comparisons Is Not Whole Number Thinking: Is This What Early Equivalence Thinking Sounds Like?
Mitchell, Annie; Horne, Marj
Mathematics Education Research Group of Australasia, Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Jul 3-7, 2010)
Gap thinking has been categorised as one of several whole number strategies that interfere with early fraction understanding. This study showed that this claim is not supported by interview data of Grade 6 students' gap thinking explanations during a fraction pair comparison task. A correlation with equivalence performance was uncovered, leading to the suggestion that the additive nature of gap thinking may actually reveal the (erroneous) additive nature of students' early engagement with equivalence concepts. (Contains 2 figures and 2 tables.) [For the full report, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Mathematics Education Research Group of Australasia
Identifiers - Location: Australia