NotesFAQContact Us
Search Tips
ERIC Number: ED552807
Record Type: Non-Journal
Publication Date: 2013-Jan
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1364-6613
Fractions: The New Frontier for Theories of Numerical Development
Siegler, Robert S.; Fazio, Lisa K.; Bailey, Drew H.; Zhou, Xinlin
Grantee Submission, Trends in Cognitive Sciences v17 n1 p13-19 Jan 2013
Recent research on fractions has broadened and deepened theories of numerical development. Learning about fractions requires children to recognize that many properties of whole numbers are not true of numbers in general and also to recognize that the one property that unites all real numbers is that they possess magnitudes that can be ordered on number lines. The difficulty of attaining this understanding makes the acquisition of knowledge about fractions an important issue educationally, as well as theoretically. This article examines the neural underpinnings of fraction understanding, developmental and individual differences in that understanding, and interventions that improve the understanding. Accurate representation of fraction magnitudes emerges as crucial both to conceptual understanding of fractions and to fraction arithmetic.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080013; R305B100001; R324C100004