ERIC Number: EJ776592
Record Type: Journal
Publication Date: 2007
Reference Count: 20
Fraction Proficiency and Success in Algebra: What Does Research Say?
Brown, George; Quinn, Robert J.
Australian Mathematics Teacher, v63 n3 p23-30 2007
Fractions and algebra are critically important components of the mathematics education of the youth. Unfortunately, however, students have typically struggled in these areas. For this reason, teachers and researchers have focused their attention on these topics for at least the past century. This article discusses what research shows regarding fractions and algebra, particularly, on issues related to when fractions should be taught, how fractions should be taught, and how competence with fractions affects the transition from arithmetic to algebra will be considered. Suggestions for teacher practice are included throughout the article.
Descriptors: Mathematics Education, Algebra, Teacher Effectiveness, Child Development, Learning Readiness, Secondary Education, Grade 5, Mathematics Anxiety, Teacher Education, Teacher Competencies, Mathematics
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide,5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: firstname.lastname@example.org; Web site: http://www.aamt.edu.au
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 5; Junior High Schools
Authoring Institution: N/A