Beware of “Gaps” in Students’ Fraction Conceptions (Journal Article)
Material type:
TextSeries: Mathematics Teacher: Learning Teaching PK12 ; , Volume 116: Issue 12, December 2023Publication details: Reston, Virginia :National Council of Teachers of Mathematics , 2023Description: 912–922pISSN: - 0025-5769
Contents:
Summary: 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.
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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.
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