(Journal Article) Sullivan, Patrick L. creator Barnett, Joann E. | Killion, Kurt text Reston, Virginia :National Council of Teachers of Mathematics , 2023 monographic eng

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912–922p. Abstract: Many students have a dominant part-whole conception of fractions. We examine why this is problematic and explore strategies to move students beyond this limitation. ***______{For Hard Copy, Please visit Library.}________*** Mathematical Practices| Attend to precision| Teaching and Learning Instruction| RtI/Intervention| Conceptual Development| Research| Linking Research and Practice| Mixed Methods| Math Methods Courses| Teacher Professional Development 0025-5769 https://doi.org/10.5951/MTLT.2023.0109 https://doi.org/10.5951/MTLT.2023.0109 240305 20240305151735.0