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ERIC Number: EJ779071
Record Type: Journal
Publication Date: 2007
Pages: 6
Abstractor: ERIC
Reference Count: 12
ISSN: ISSN-0045-0685
Using Paper Folding, Fraction Walls, and Number Lines to Develop Understanding of Fractions for Students from Years 5-8
Pearn, Catherine Ann
Australian Mathematics Teacher, v63 n4 p31-36 2007
Several researchers have noted how children's whole number schemes can interfere with their efforts to learn fractions. An Australian study found that children who were successful with the solution of rational number tasks exhibited greater whole number knowledge and more flexible solution strategies. Behr and Post (1988) indicated that children needed to be competent in the four operations of whole numbers, along with an understanding of measurement, for them to understand rational numbers. This paper describes a "hands on" approach developed by researchers that focuses on the use of paper folding, fraction walls and number lines to develop an understanding of fractions using a measurement model. (Contains 8 figures.)
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia