Individual differences in conceptual and procedural knowledge when learning fractions.

By Darcy Hallett, T. Nunes, P. Bryant. 2010

148 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/4ec5c1805d1c6f832397a4019edeb8374228c32c

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Citations in the corpus

Spatial Proportional Reasoning Is Associated With Formal Knowledge About Fractions (2016, background): “…Jeong et al., 2007; Schlottmann, 2001; Singer-Freeman & Goswami, 2001; Sophian, 2000; Spinillo & Bryant, 1991, 1999) showing signs of proportional reasoning at an age when understanding of formal fractions is not present (Hecht & Vagi, 2010; Schneider & Siegler, 2010; Stafylidou & Vosniadou, 2004).”
Developing Conceptual and Procedural Knowledge of Mathematics (2015, background): “Children in Grades 4 and 5 completed a measure of their conceptual and procedural knowledge of fractions (Hallett et al., 2010).”
Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “(2) The ‘ratio’ sub-construct concerns the notion of a comparison between two quantities and as such, it is considered to be a comparative index rather than a number (Carraher 1996, Hallett et al. 2010, Lamon 1999).”
Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics (2015, background): “There are individual differences in the relative strength of the two types of knowledge (Gilmore and Papadatou-Pastou 2009; Hallett et al. 2010, 2012; Hecht and Vagi 2012), with changes over time in their relative strength (Hecht and Vagi 2012).”
Levels of students’ “conception” of fractions (2012, background): “In line with other studies (Hallett et al., 2010; Herman et al., 2004), the addition of fractions with unlike denominators and the graphic representation of this process assessing students’ conceptual and procedural understanding, proved very difficult for students. This finding supports the results”