Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge.

Mack, Nancy K.

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Peer reviewed

ERIC Number: EJ516839

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8251

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Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge.

Mack, Nancy K.

Journal for Research in Mathematics Education, v26 n5 p422-41 Nov 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, Grade 3, Grade 4, Prior Learning, Symbols (Mathematics), Whole Numbers

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

IES Cited: ED512043

Author Affiliations: N/A