Peer reviewedERIC Number: EJ452068
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
EISSN: N/A
Available Date: N/A
Understanding Equivalence: A Number by Any Other Name.
Vance, James H.
School Science and Mathematics, v92 n5 p263-66 May-Jun 1992
A study interviewed 6 grade-6 students after participation in 21 lessons on basic concepts of fractions and decimals to determine how different children construct rational number concepts. Discussed the formation of the key concept of equivalent fractions based on student responses to interview questions. (MDH)
Descriptors: Cognitive Development, Cognitive Measurement, Concept Formation, Decimal Fractions, Elementary Education, Elementary School Mathematics, Fractions, Grade 6, Interviews, Mathematical Concepts, Mathematics Education, Mathematics Instruction, Place Value, Qualitative Research, Symbols (Mathematics)
Publication Type: Journal Articles; Reports - Research
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
