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ERIC Number: EJ794017
Record Type: Journal
Publication Date: 2005
Pages: 7
Abstractor: ERIC
Reference Count: 18
ISSN: ISSN-1326-0286
Really Broken Numbers
Gould, Peter
Australian Primary Mathematics Classroom, v10 n3 p4-10 2005
Citing that the concept of fractions is not a single idea, and that students may be proficient in one area of fractions while also holding contradictory beliefs, the writer reviews some common problems areas in teaching and learning about fractions, and maintains that the fraction concept does not respond to simple remediation methods. The author provides sample student drawings and explanations to provide insight into learners' thinking, as a foundation for developing effective lessons. (Contains 9 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
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia