Fraction Development in Children: Importance of Building Numerical Magnitude Understanding

Autor/inn/en	Jordan, Nancy C.; Carrique, Jessica; Hansen, Nicole; Resnick, Ilyse
Titel	Fraction Development in Children: Importance of Building Numerical Magnitude Understanding
Quelle	(2016), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Fractions; Numeracy; Numbers; Grade 3; Grade 4; Grade 5; Grade 6; Longitudinal Studies; Student Development; Theories; Predictor Variables; Multiple Regression Analysis; Mathematics Achievement; Elementary School Students; Middle School Students; Delaware + Suchen Sie Ihr Suchwort? Bruchrechnung; Rechenkompetenz; Zahlenraum; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Theory; Theorie; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This chapter situates fraction learning within the integrated theory of numerical development. We argue that the understanding of numerical magnitudes for whole numbers as well as for fractions is critical to fraction learning in particular and mathematics achievement more generally. Results from the Delaware Longitudinal Study, which examined domain-general and domain-specific predictors of fraction development between third and sixth grade, are highlighted. The findings support an approach to teaching fractions that centers on a number line. Implications for helping struggling learners are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01