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Direct linkEbo Amuah; Ernest Kofi Davis – African Journal of Research in Mathematics, Science and Technology Education, 2023
This study investigated children's knowledge of the addition of fractions with unlike denominators. It focussed on the strategies used by children to add fractions with unlike denominators. A cross-sectional survey of Grade 8 children in schools in two districts in Ghana was used. A test on the addition of fractions with unlike denominators was…
Descriptors: Fractions, Mathematics Instruction, Teaching Methods, Foreign Countries
Abtahi, Yasmine – For the Learning of Mathematics, 2017
In this writing, I report on how two 12-year old children used fraction strips to add 1/2 and 2/5. In their interaction with the tool, I look for the emergence of the tool-mediated Zone of Proximal Development to analyse the knowing that become available to the children. In thinking about this interaction, I ask what is the role of the more…
Descriptors: Problem Solving, Fractions, Addition, Children
Download full textMakhubele , Yeyisani Evans – International Electronic Journal of Mathematics Education, 2021
This paper presents an analysis of fractions errors displayed by learners due to deficient mastery of prerequisite concepts. Fractions continue to pose a critical challenge for learners. Fractions can be a tricky concept for learners although they often use the concept of sharing in their daily lives. 30 purposefully sampled learners participated…
Descriptors: Foreign Countries, Middle School Students, Secondary School Mathematics, Algebra
Muckridge, Nicole A. – ProQuest LLC, 2017
The purpose of this study was to examine adult developmental mathematics (ADM) students' knowledge of fraction addition and subtraction as it relates to their demonstrated fraction schemes and ability to disembed in multiplicative contexts with whole numbers. The study was conducted using a mixed methods sequential explanatory design. In the first…
Descriptors: Adult Learning, Developmental Studies Programs, Mathematics Education, Knowledge Level
Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo – Journal of Educational Psychology, 2017
The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…
Descriptors: Longitudinal Studies, Mathematics Achievement, Knowledge Level, Developmental Stages
Supovitz, Jonathan A.; Ebby, Caroline Brayer; Sirinides, Philip M. – Consortium for Policy Research in Education, 2013
This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers' formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers' knowledge of formative assessment and learning…
Descriptors: Formative Evaluation, Mathematics Instruction, Common Core State Standards, Knowledge Level
