A new hypothesis concerning children’s fractional knowledge ☆

By Leslie P. Steffe. 2001

132 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability, Theoretical Computer Science

View Paper: https://www.semanticscholar.org/paper/59d22eca19e1ae8747cb4ddbee2dbac332380494

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Citations in the corpus

Mathematical Knowledge for Teaching Fraction Multiplication (2008, background): “In many respects, the perspective on knowledge I take in the present study is consistent with others found in research on cognition in mathematical and scientific domains (cf., Izsák, 2004, 2005; diSessa, 1988, 1993; Piaget, 1970; Schoenfeld, Smith, & Arcavi, 1993; Steffe, 1988, 1994, 2001).”
CHILDREN’S GESTURES AND THE EMBODIED KNOWLEDGE OF GEOMETRY (2011, background): “There have been suggestions that children have the ability of forming mental images in their abstraction of concepts and they actually process mental operations of those images to solve mathematical problems given ( Steffe, 2002 ).”
Students' Whole Number Multiplicative Concepts: A Critical Constructive Resource for Fraction Composition Schemes. (2009, background): “Some of our central constructs were the concepts discussed thus far, as well as schemes and operations from other research (e.g., Steffe, 2002 ).”
Putting fractions together. (2020, methodology): “Although some aspects of the PFT framework have been described previously (CCSSI, 2010; Steffe, 2001; Tzur, 1999), to our knowledge, the effectiveness of this approach for improving understanding of either individual fractions or fraction arithmetic has not been empirically tested.”
Teaching and Learning Fraction Addition on Number Lines (2008, background): “Iterating (Olive & Steffe, 2001; Steffe, 2001) involves taking a segment and joining copies end to end to recreate an already established unit.”
Teacher and Students' Joint Production of a Reversible Fraction Conception. (2003, background): “Researchers identified two fundamental activities that constitute fractional conceptions, splitting (Confrey, 1994) and iteration (Steffe, 2002).”
Students’ Reasoning With Reversible Multiplicative Relationships (2010, background): “Dividing up the given quantity to make the unknown requires conceptual insight that is not required by a problem in which students are to repeat 7 inches three times, and students who have not developed this insight tend to solve the problem by repeating 7 inches three times ( Hackenberg, 2005 ; No”
Relationships between Students' Fractional Knowledge and Equation Writing. (2015, background): “This proposal is consistent with researchers who suggest such links between students’ fractional and algebraic knowledge (e.g., Kilpatrick & Izsák, 2008; Steffe, 2001).”
Fractions as the Coordination of Multiplicatively Related Quantities: A Cross-Sectional Study of Children's Thinking (2006, background): “” We define partitioning to admit mental as well as materially expressed actions (Steffe, 2002).”
How reform curricula in the USA and Korea present multiplication and division of fractions (2010, background): “Based on teaching experiments, Olive (1999), Steffe (2002) , and Tzur (1999, 2004) report that children’s whole number concepts did not interfere with their efforts to make sense of fractions.”
Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias (2005, background): “The concept of unit has been identified as one of the links (Behr et al., 1993; Lamon, 1994; Post et al., 1993; Steffe, 2002).”
Explicating the Role of Mathematical Tasks in Conceptual Learning: An Elaboration of the Hypothetical Learning Trajectory (2004, unknown): “An example is the research program of Steffe and his colleagues (cf., Olive, 1999; Steffe, 2002; Tzur, 1999) in their teaching experiments on fraction concept development.”