Brief Reports: Fraction Knowledge in Preschool Children

1988 ◽  
Vol 19 (2) ◽  
pp. 175-180
Author(s):  
Robert P. Hunting ◽  
Christopher F. Sharpley
Keyword(s):  
Preschool Children ◽  
School Mathematics ◽  
The Core ◽  
Whole Number ◽  
Whole Number Arithmetic ◽  
Number Knowledge

Much school mathematics is devoted to teaching concepts and procedures based on those units that form the core of whole number arithmetic (ones, tens, hundreds, etc.). But other topics such as fractions and decimals demand a new and extended understanding of units and their relationships. Behr, Wachsmuth, Post, and Lesh (1984) and Streefland (1984) have noted how children's whole number ideas interfere with their efforts to learn fractions. Hunting (1986) suggested that a reason children seem to have difficulty learning stable and appropriate meanings for fractions is that instruction on fractions, if delayed too long, allows whole number knowledge to become the predominant scheme to which fraction language and symbolism is then related.

Adaptive number knowledge: Exploring the foundations of adaptivity with whole-number arithmetic

2016 ◽  
Vol 47 ◽  
pp. 172-181 ◽  
Author(s):  
Jake McMullen ◽  
Boglárka Brezovszky ◽  
Gabriela Rodríguez-Aflecht ◽  
Nonmanut Pongsakdi ◽  
Minna M. Hannula-Sormunen ◽  
...  
Keyword(s):  
Whole Number ◽  
Whole Number Arithmetic ◽  
Number Knowledge

scholarly journals Construction of a Scale for Investigating Pre-School Children’s Social Situations of Development: Focusing on Activities instead of Abilities

2020 ◽  
Vol 16 (2) ◽  
pp. 25-32 ◽  
Author(s):  
M. Hedegaard ◽  
N. Lyberth
Keyword(s):  
Preschool Children ◽  
Child Development ◽  
Day Care ◽  
Social Situation ◽  
Social Situations ◽  
Local Conditions ◽  
The Core ◽  
Independent Features ◽  
Core Activity ◽  
At Home

This paper discuss principles for the design of a tool to screen 3- and 5-year-old children’s social situation of development in Greenland. We describe this tool as radical-local, building it on a theory of child development that focuses on children´s activities as cultural, anchored in local conditions and traditions, where play is seen as the core activity for preschool children. In constructing Investigating children’s situation of development (Undersøgelse af børns udviklingssituation — UBUS 3 and UBUS 5) we have aimed at creating an instrument that can be used to evaluate children’s health, wellbeing and activities in their everyday settings of day-care and at home in Greenland. The assessment focus on interaction with care-persons and other children, not on children’s abilities as isolated and independent features. For preschool children these conditions and their participation in these conditions create the child’s social situation of development.

Bridging the Gap: Using Interactive Computer Tools to Build Fraction Schemes

2002 ◽  
Vol 8 (6) ◽  
pp. 356-361
Author(s):  
John Olive
Keyword(s):  
Mathematics Instruction ◽  
Elementary Grades ◽  
Mathematical Development ◽  
Computer Tools ◽  
Whole Number ◽  
Fraction Concepts ◽  
Teaching Fractions ◽  
Number Knowledge

Teaching fractions has been a complex and largely unsuccessful aspect of mathematics instruction in the elementary grades for many years. Students' understanding of fraction concepts is a big stumbling block in their mathematical development. Some researchers have pointed to children's whole-number knowledge as interfering with, or creating a barrier to, their understanding of fractions (Behr et al. 1984; Streefland 1993; Lamon 1999). This article illustrates an approach to constructing fraction concepts that builds on children's whole-number knowledge using specially designed computer tools. This approach can help children make connections between whole-number multiplication and their notion of a fraction as a part of a whole, thus bridging the gap between whole-number and fraction knowledge.

Semantic alignment across whole-number arithmetic and rational numbers: evidence from a Russian perspective

2017 ◽  
Vol 24 (2) ◽  
pp. 198-220 ◽  
Author(s):  
Yulia A. Tyumeneva ◽  
Galina Larina ◽  
Ekaterina Alexandrova ◽  
Melissa DeWolf ◽  
Miriam Bassok ◽  
...  
Keyword(s):  
Rational Numbers ◽  
Whole Number ◽  
Semantic Alignment ◽  
Whole Number Arithmetic

scholarly journals Science verbs as a tool for investigating scientific phenomena – a pedagogical idea emerging from practitioner-researcher collaboration

2016 ◽  
Vol 12 (2) ◽  
pp. 235-245 ◽  
Author(s):  
Sofie Areljung
Keyword(s):  
Science Education ◽  
Preschool Children ◽  
Scientific Inquiry ◽  
Chemical Processes ◽  
Everyday Practice ◽  
Teaching Model ◽  
The Core ◽  
Joint Problem ◽  
Core Idea ◽  
Scientific Phenomena

This paper communicates the pedagogical idea of approaching scientific phenomena through verbs. The idea has sprung from a collaboration between preschool practitioners and a researcher, addressing science education in preschool (children aged 1-5 years). Drawing on a joint problem inventory, the project group aimed to create a teaching model that supports inquiry-oriented approaches to science, and teachers’ ability of distinguishing chemical processes and physics phenomena in everyday practice. The core idea of the teaching model turned out to be a list of everyday verbs, connected to scientific phenomena. Starting from verbs appear to help teachers to recognise the scientific phenomena in everyday practice. Further, the verbs guide the formulating of questions that can be answered by scientific inquiry, such as: ''what matters to how something melts/rolls/mixes?''.

scholarly journals Linking inhibitory control to math achievement via comparison of conflicting decimal numbers

2020 ◽  
Author(s):  
Linsah Coulanges ◽  
Roberto A. Abreu-Mendoza ◽  
Sashank Varma ◽  
Melina Uncapher ◽  
Adam Gazzaley ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Math Achievement ◽  
Academic Learning ◽  
Whole Number ◽  
Calculation Skills ◽  
The Relationship ◽  
Number Knowledge

The relationship between executive functions (EF) and academic achievement is well-established, but leveraging this insight to improve educational outcomes remains elusive. Here, we propose a framework for relating the role of specific EF on specific precursor skills that support later academic learning. Specifically, we hypothesize that executive functions contribute to general math skills both directly – supporting the online execution of problem solving strategies – and indirectly – supporting the acquisition of precursor mathematical content. We test this hypothesis by examining the contribution of inhibitory control on processing rational numbers pairs which conflict with individual’s prior whole number knowledge and on general math knowledge. In 97 college students (79 female, age = 20.63 years), we collected three measures of EF: working memory (backwards spatial span), inhibition (color-word Stroop) and cognitive flexibility (task switching), and timed and untimed standardized measures of math achievement. Our target precursor skill was a decimals comparison task where correct responses were inconsistent with prior whole number knowledge (e.g. 0.27 vs. 0.9). Participants performed worse on these trials relative to the consistent decimals pairs (e.g. 0.2 vs. 0.87). Individual differences on incongruent Stroop trials predicted performance on inconsistent decimal comparisons, which in turn predicted performance on both timed and untimed measures of math achievement. With respect to relating inhibitory control to math achievement, incongruent Stroop performance was an independent predictor of untimed calculation skills after accounting for age, working memory and cognitive flexibility. Finally, we found that inconsistent decimals performance partially mediated the relationship between inhibition and untimed math achievement, consistent with the hypothesis that mathematical precursor skills can explain the relationships between executive functions and academic outcomes, making them promising targets for intervention.

scholarly journals Tradition in Whole Number Arithmetic

2018 ◽  
pp. 343-373 ◽  
Author(s):  
Ferdinando Arzarello ◽  
Nadia Azrou ◽  
Maria G. Bartolini Bussi ◽  
Sarah Inés González de Lora Sued ◽  
Xu Hua Sun ◽  
...  
Keyword(s):  
Whole Number ◽  
Whole Number Arithmetic
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