Little into Big Is the Way It Always Is.

Graeber, Anna O.; Baker, Kay M.

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Peer reviewed

ERIC Number: EJ445059

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0004-136X

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Little into Big Is the Way It Always Is.

Graeber, Anna O.; Baker, Kay M.

Arithmetic Teacher, v39 n8 p18-21 Apr 1992

Presents teaching methods to rectify the tendency of students and even teachers to divide the smaller number into the larger in problem situations requiring division, while recognizing the impossibility of the answer in the situation. (MDH)

Descriptors: Beliefs, Cognitive Development, Concept Formation, Division, Elementary Education, Fractions, Intermediate Grades, Mathematics Education, Mathematics Instruction, Misconceptions, Number Concepts, Problem Solving, Teaching Methods, Word Problems (Mathematics)

Publication Type: Journal Articles; Guides - Classroom - Teacher

Education Level: N/A

Audience: Teachers; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A