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ERIC Number: EJ928435
Record Type: Journal
Publication Date: 2011-Mar
Pages: 6
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1751-2271
Representations of Fractions: Evidence for Accessing the Whole Magnitude in Adults
Sprute, Lisa; Temple, Elise
Mind, Brain, and Education, v5 n1 p42-47 Mar 2011
Proficiency with fractions serves as a foundation for later mathematics and is critical for learning algebra, which plays a role in college success and lifetime earnings. Yet children often struggle to learn fractions. Educators have argued that a conceptual understanding of fractions involves learning that a fraction represents a magnitude different from its whole number components. However, it is not well understood whether adults represent a fraction's magnitude similarly to whole numbers. This study investigated the distance effect during a comparison task using fraction pairs that discouraged comparing a fraction's components. Accuracy improved and reaction times decreased with greater distance between fraction pairs, showing a distance effect similar to that seen with whole numbers. This study suggests that a representation of a fraction's magnitude is present in the fully developed number system. (Contains 1 figure.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A