The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Learning Fractions with Understanding: Building on Informal Knowledge
Abstract
Eight sixth-grade students received individualized instruction on addition and subtraction of fractions in a one-to-one setting for six weeks. Instruction was designed to build on the student's informal knowledge of fractions. All students possessed a rich store of informal knowledge of fractions that was based on partitioning units and treating the parts as whole numbers. Students' informal knowledge was initially disconnected from their knowledge of fraction symbols and procedures. Students related fraction symbols and procedures to their informal knowledge in ways that were meaningful to them; however, knowledge of rote procedures frequently interfered with students' attempts to build on their informal knowledge.
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Cites
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
Knowing, Doing, and Teaching Multiplication
Lampert, M. (1986) · Cognition and Instruction · doi:10.1207/s1532690xci0304_1 · Cited by 329
Cited by
Learning and Teaching With Understanding
Hiebert, J., & Carpenter, T. P. (2006) · Handbook of Research on Mathematics Teaching and Learning · doi:10.1108/978-1-60752-874-620251006 · Cited by 964
Rational Number, Ratio, and Proportion
Behr, M. J., Harel, G., Post, T., & Lesh, R. (2006) · Handbook of Research on Mathematics Teaching and Learning · doi:10.1108/978-1-60752-874-620251018 · Cited by 403
Rittle-Johnson, B., Schneider, M., & Star, J. R. (2015) · Educational Psychology Review · doi:10.1007/s10648-015-9302-x · Cited by 388
Metadata
- Authors
- Mack, N. K.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1990-01
- Volume
- 21
- Issue
- 1
- Pages
- 16
- ISSN
- 0021-8251 (ISSN-L)
- OpenAlex
- W2070437222
- Cited by
- 282
- References
- 2
- FWCI
- 11.26
- Type
- journal article
- Language
- en
- Open access
- closed
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