A Definition Base Approach to the Concept of a Fraction. Translating Research to the Classroom. Helping Elementary School Students Become Successful in Understanding Fractions: Evidence of a Classroom Case Study

By Sandra Alon.

Published by The International Journal of Science, Mathematics and Technology Learning

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Article: Print $US10.00
Article: Electronic $US5.00

Studies indicate that young students consistently fail to develop a deep facility in the fraction concept, despite its importance in daily life and higher level mathematics. This lack of conceptual understanding hinders the later development of fraction computation and problem- solving ability. This paper examines the efficacy of encouraging the use of a three-part fraction definition to instill a thorough understanding of fractions.

Keywords: Fraction, Mathematics Education, Elementary Instruction, Curriculum Development

The International Journal of Science, Mathematics and Technology Learning, Volume 19, Issue 3, pp.83-92. Article: Print (Spiral Bound). Article: Electronic (PDF File; 241.891KB).

Dr. Sandra Alon

Assistant Professor, College of Education, William Paterson University, Wayne, New Jersey, USA

Dr. Alon is an assistant professor at the College of Education at William Patterson University of New Jersey. Her research is focused on the K-12 mathematics education, and mathematics teaching strategies and content for pre-service teachers.