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Early Fraction Learning by Robert P. Hunting, Gary Davis

By Robert P. Hunting, Gary Davis

Early Fraction studying is centrally of curiosity to scholars and researchersin arithmetic schooling, tackling because it does considered one of that discipline's so much vexing difficulties: why are fractions so tricky to profit and to teach?

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Early Fraction Learning

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For a follow-up problem of finding a quarter of another set of 12 jellybabies, John again took a handful of five, adjusted the numbers by taking one further item, then counted each collection. The interviewer asked John if he had a quarter or a half. John did not respond except to place his hand on one of the sets as if to take some away, but did not do so. For the first sharing problem John attempted to break the candy snake with his hands. When this proved difficult the interviewer suggested he use something from the tool box on the table.

The problem was repeated using one-quarter for children who succeeded. Partitioning behavior: One-half. A substantial number of children (73) placed all 12 cards in the envelope provided. 5 shows that while only 23 children responded appropriately, many children's responses cluster around six suggesting a qualitative or approximate notion of half. Checking behavior: One-half. There was agreement by 185 (90%) children that half of the swapcards had been placed in the envelope. Checking behavior was noted in 40 cases only.

Childhood Education, 11, 354-358. , & Sawada, D. (1983). Partitioning: The emergence of rational number ideas in young children. lournalfor Research in Mathematics Education, 14, 307-317. E. E. (1970). Mathematical competencies of entering kindergartners. The Arithmetic Teacher, 17, 65-74. 26 2. Pre-fraction Concepts of Preschoolers Smith, J. (1985, April). Children's conceptual abilities in the partitioning task. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, illinois.

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