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ERIC Number: EJ520671
Record Type: CIJE
Publication Date: 1995
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISSN: ISSN-0732-3123
Equivalent Fractions: Their Difficulty and Educational Implications.
Kamii, Constance; Clark, Faye B.
Journal of Mathematical Behavior, v14 n4 p365-78 Dec 1995
Interviews of fifth and sixth graders (n=120) found that they approached a task perceptually instead of reasoning with equivalent fractions, which they had studied in school. (Author/MKR)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A