Rationals and decimals as required in the school curriculum

By G. Brousseau, Nadine Brousseau, V. Warfield. 2004

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Drawing on a Theoretical Model to Study Students’ Understandings of Fractions (2007, background): “…disregarding the possible limitations of more comprehensive studies, we feel that such studies could also have theoretical and instructional value, since the development of each fraction subconstruct in isolation does not guarantee understanding of the other concepts (Brousseau et al., 2004).”