TY - CHAP
T1 - Fraction development in children: Importance of building numerical magnitude understanding
AU - Jordan, Nancy C.
AU - Rodrigues, Jessica
AU - Hansen, Nicole
AU - RESNICK, Ilyse
PY - 2017
Y1 - 2017
N2 - This chapter has several aims. First, we situate fraction learning within the integrated theory of numerical development, proposed by Siegler, Thompson, and Schneider (2011). The integrated theory asserts that the unifying property of all real numbers is that they have magnitudes or numerical values that can be ordered on the number line. Next, we identify key areas of fraction knowledge and then chart fraction development from early childhood through middle school. In particular, we discuss research findings from our large longitudinal study of fraction learning from third through sixth grade, supported by the US Department of Education Institute of Education Sciences. The four-year study identified domain-general and domain-specific predictors and concomitants of fraction learning. Overall, we show that fraction development during this formal instructional period is fundamental to mathematics success more generally. Finally, we discuss implications for helping students who struggle with fractions, especially with respect to building numerical magnitude understandings.
AB - This chapter has several aims. First, we situate fraction learning within the integrated theory of numerical development, proposed by Siegler, Thompson, and Schneider (2011). The integrated theory asserts that the unifying property of all real numbers is that they have magnitudes or numerical values that can be ordered on the number line. Next, we identify key areas of fraction knowledge and then chart fraction development from early childhood through middle school. In particular, we discuss research findings from our large longitudinal study of fraction learning from third through sixth grade, supported by the US Department of Education Institute of Education Sciences. The four-year study identified domain-general and domain-specific predictors and concomitants of fraction learning. Overall, we show that fraction development during this formal instructional period is fundamental to mathematics success more generally. Finally, we discuss implications for helping students who struggle with fractions, especially with respect to building numerical magnitude understandings.
UR - https://www.mendeley.com/catalogue/f1e97933-207f-39f0-a358-3f8ecfba3125/
U2 - 10.1016/B978-0-12-805086-6.00006-0
DO - 10.1016/B978-0-12-805086-6.00006-0
M3 - Chapter
SN - 9780128050866
VL - 3
T3 - Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts
SP - 125
EP - 140
BT - Mathematical Cognition and Learning series
A2 - Geary, David C.
A2 - Berch, Daniel B.
A2 - Ochsendorf, Robert J.
A2 - Mann Koepke, Kathleen
PB - Academic Press, Elsevier Inc.
CY - London, UK
ER -