Teaching and Learning of Fractions in Elementary Grades: Let the Dialogue Begin!

Autor/inn/en	Gupta, Dittika; Wilkerson, Trena L.
Titel	Teaching and Learning of Fractions in Elementary Grades: Let the Dialogue Begin!
Quelle	In: Curriculum and Teaching Dialogue, 17 (2015) 1-2, S.27-44 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-750X
Schlagwörter	Fractions; Elementary School Mathematics; Mathematics Instruction; Elementary School Students; Children; Common Core State Standards; Time Factors (Learning); Mathematical Concepts; Concept Formation; Manipulative Materials; Public Schools; Urban Schools; Texas + Suchen Sie Ihr Suchwort? Bruchrechnung; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Child; Kind; Kinder; Common core curriculum; Curriculum; Kerncurriculum; Concept learning; Begriffsbildung; Hilfsmittel; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This study examines the effects of early exposure of fraction instruction on K-3 students participating in a longitudinal fraction research study from 2007 to 2013. An explanatory multiple-case study research along with purposeful criterion sampling was used to gain insight into students' fractional understanding as they progress through the grades. Results of the study open dialogue on the potential implications of introducing fractions in third grade as recommended by the "Common Core State Standards for Mathematics." (As Provided).
Anmerkungen	IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/series/Curriculum-and-Teaching-Dialogue
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01