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Download full textHerman, Jan; Ilucova, Lucia; Kremsova, Veronika; Pribyl, Jiri; Ruppeldtova, Janka; Simpson, Adrian; Stehlikova, Nada; Sulista, Marek; Ulrychova, Michaela – International Group for the Psychology of Mathematics Education, 2004
Within the large range of potential theoretical perspectives on fractions, this paper considers one particular interpretation: fractions' duality as process and object. By considering the number-fractionbar-number composite symbol as simultaneously representing division and rational, some process-object theories imply that fraction-as-process and…
Descriptors: Mathematics, Mathematics Instruction, Cognitive Processes, Foreign Countries
Peled, Irit; Shahbari, Juhaina Awawdy – International Group for the Psychology of Mathematics Education, 2003
Seventh and eighth grade students identified as holding an incomplete fraction conception of decimals were tested on related fraction knowledge. Most of these students (78%) had a problem in coordinating the size of the parts and the number of parts in comparing fractions. These students underwent several instructional sessions. Half of them…
Descriptors: Grade 8, Mathematics Instruction, Number Concepts, Grade 7
Meira, Luciano; Correia, Monica – International Group for the Psychology of Mathematics Education, 2003
While the influence of individuals' participation in practices of economic subsistence on the development of mathematical knowledge has been widely reported in the literature, there are not as many studies about the relationship between cultural life and mathematical cognition in the context of recreational practices. This article reports a study…
Descriptors: Mathematics Education, Foreign Countries, Arithmetic, Mathematics Instruction
Steinle, Vicki; Stacey, Kaye – International Group for the Psychology of Mathematics Education, 2003
Over a period of about 3 years, 3204 students in Grades 4 to 10 completed 9862 tests to identify and track their interpretation of decimal notation. Analysis of the longitudinal data demonstrates that different misconceptions persist among students to different degrees and in different patterns across the grades. Estimating the prevalence of…
Descriptors: Grade 5, Grade 6, Grade 7, Grade 8
