Students' Whole Number Multiplicative Concepts: A Critical Constructive Resource for Fraction Composition Schemes.

112 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Students’ Reasoning With Reversible Multiplicative Relationships (2010, unknown): “…(Behr, Wachsmuth, Post, & Lesh, 1984; Saenz-Ludlow, 1994), construct improper fractions (Hackenberg, 2007; Olive & Steffe, 2002; Steffe, 2002; Tzur, 1999), and compose fractions additively and multiplicatively (Hackenberg & Tillema, 2009; Mack, 2001; Steffe & Olive, 2010; Streefland, 1991).”
Relationships between Students' Fractional Knowledge and Equation Writing. (2015, background): “, Gravemeijer, Cobb, Bowers, & Whitenack, 2000; Kaput, Blanton, & Moreno, 2008; Sfard, 2000). For Kaput, Blanton, and Moreno (2008) this process of symbolization becomes algebraic if it occurs “in the service of expressing generalizations or in the systematic reasoning with symbolized generalization”
Participatory and Anticipatory Stages of Mathematical Concept Learning: Further Empirical and Theoretical Development. (2016, background): “Hackenberg and Tillema (2009) defined recursive partitioning as “partitioning a partition in service of a non-partitioning goal, such as determining the size of 1/3 of 1/5 of one yard in relation to the whole yard” (p.”