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Behr, Merlyn J.; Wachsmuth, Ipke; Post, Thomas – Focus on Learning Problems in Mathematics, 1998
Discusses how well children (N=6) who have had instruction in rational-number concepts based on a continuous manipulative aid are able to transfer their knowledge to accomplish tasks based on a manipulative aid which can be interpreted as discrete. Suggests several implications for teaching fraction concepts to children using continuous and…
Descriptors: Elementary Education, Fractions, Manipulative Materials, Mathematics Instruction
Boulet, Genevieve – Focus on Learning Problems in Mathematics, 1999
Describes a teaching experiment conducted over a period of four consecutive days with 13 fourth grade students who had already completed a unit of fractions to determine whether problematic size was the ordering criteria. Concludes that children can indeed order fractions as they do natural numbers. (Contains 11 references.) (ASK)
Descriptors: Classification, Concept Formation, Elementary Education, Fractions
Hope, Jack A.; Owens, Douglas T. – Focus on Learning Problems in Mathematics, 1987
Reviewed is research indicating problems in teaching and learning fractions and possible ways to improve instruction and learning. (RH)
Descriptors: Academic Achievement, Concept Formation, Elementary Education, Elementary School Mathematics
Nik Pa, Nik Azis – Focus on Learning Problems in Mathematics, 1989
Concepts of fractions from an adult perspective as well as from a child's perspective are examined. Types of students' schemes for some terms related to fractions are reported. (YP)
Descriptors: Arithmetic, Concept Formation, Elementary Education, Elementary School Mathematics
Post, Thomas R.; And Others – Focus on Learning Problems in Mathematics, 1986
What makes a fraction meaningful and a definition of the quantitative notion of fractions are discussed. Then observations from teaching experiments are presented. (MNS)
Descriptors: Cognitive Processes, Concept Formation, Educational Research, Elementary Education
Pothier, Yvonne; Sawada, Daiyo – Focus on Learning Problems in Mathematics, 1989
The focus of this article is on the verification processes children use when assessing the equality of parts produced by them when partitioning geometric shapes. Different processes and children's verbal proofs of equality are presented. Activities for mathematics instruction are suggested. (YP)
Descriptors: Concept Formation, Elementary Education, Elementary School Mathematics, Fractions
Peck, Donald M.; Connell, Michael L. – Focus on Learning Problems in Mathematics, 1991
This paper describes student performance and beliefs regarding fractions resulting from a five-phase approach toward developing mathematical intuition via physical materials. Interviews with students using this approach and with students using a conventional textbook approach indicated significant differences in problem-solving abilities and…
Descriptors: Cognitive Processes, Concept Formation, Discovery Learning, Elementary Education
Behr, Merlyn J.; And Others – Focus on Learning Problems in Mathematics, 1988
Children in grades four and five had instruction on fractions with a continuous manipulative aid to help transfer their knowledge to tasks with a discrete manipulative aid. Results suggest that discrete-embodiment tasks are more difficult than continuous-embodiment tasks. (MNS)
Descriptors: Educational Research, Elementary Education, Elementary School Mathematics, Fractions
