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Peer reviewedMack, Nancy K. – Journal for Research in Mathematics Education, 1995
Four third-grade and three fourth-grade students received individualized instruction on addition and subtraction of fractions for three weeks. Students overgeneralized the meanings of symbolic representations for whole numbers to fractions and vice versa. (MKR)
Descriptors: Concept Formation, Elementary Education, Elementary School Students, Fractions
Peer reviewedMack, Nancy K. – Journal for Research in Mathematics Education, 1990
Examines the development of students' understandings about fractions during six weeks of instruction. Reports that all students possessed informal knowledge disconnected from their knowledge of fraction symbols and procedures and that knowledge of rote procedures often interfered with students' attempts to build on their informal knowledge.…
Descriptors: Arithmetic, Concept Formation, Concept Teaching, Elementary Education
