Fractions: The New Frontier for Theories of Numerical Development

Autor/inn/en	Siegler, Robert S.; Fazio, Lisa K.; Bailey, Drew H.; Zhou, Xinlin
Titel	Fractions: The New Frontier for Theories of Numerical Development
Quelle	17 (2013) 1, S.13-19 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1364-6613
DOI	10.1016/j.tics.2012.11.004
Schlagwörter	Number Concepts; Numeracy; Cognitive Processes; Arithmetic; Neurology; Brain Hemisphere Functions; Children; Difficulty Level; Mathematics Instruction; Mathematics Skills; Knowledge Level + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Rechenkompetenz; Cognitive process; Kognitiver Prozess; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Neurologie; Child; Kind; Kinder; Schwierigkeitsgrad; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis
Abstract	Recent research on fractions has broadened and deepened theories of numerical development. Learning about fractions requires children to recognize that many properties of whole numbers are not true of numbers in general and also to recognize that the one property that unites all real numbers is that they possess magnitudes that can be ordered on number lines. The difficulty of attaining this understanding makes the acquisition of knowledge about fractions an important issue educationally, as well as theoretically. This article examines the neural underpinnings of fraction understanding, developmental and individual differences in that understanding, and interventions that improve the understanding. Accurate representation of fraction magnitudes emerges as crucial both to conceptual understanding of fractions and to fraction arithmetic. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01