Children's Fractional Knowledge

By Leslie P. Steffe, John Olive. 2009

313 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f476fcd384f842800d71090fd03d6f82321b7411

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Citations in the corpus

Students’ Reasoning With Reversible Multiplicative Relationships (2010, methodology): “Considerable research has been conducted to amplify Steffe’s (1991b) analysis of the relationship between operations that generate number and quantity into what Olive and Steffe (Olive & Steffe, 2002; Steffe, 2002; Steffe & Olive, 2010) refer to as the reorganization hypothesis.”
Relationships between Students' Fractional Knowledge and Equation Writing. (2015, methodology): “Being able to flexibly switch between such unit structures is critical for constructing many fraction schemes (e.g., Hackenberg & Tillema, 2009; Steffe & Olive, 2010).”
Naturally Biased? In Search for Reaction Time Evidence for a Natural Number Bias in Adults. (2012, background): “It is arguably unavoidable—and to some extent also recommendable—for students to build on their prior knowledge of natural numbers in their early attempts to make sense of rational numbers (Steffe & Olive, 2010).”
Making Connections in Math: Activating a Prior Knowledge Analogue Matters for Learning (2015, background): “In particular, children’s informal mental models of division as sharing, grouping, and partitioning (e.g., Correa, Nunes, & Bryant, 1998; Steffe & Olive, 2010) as well as the language used to create whole-number division story problems can be mapped to and adapted for fraction division.”
Obstacles and Affordances for Integer Reasoning: An Analysis of Children's Thinking and the History of Mathematics (2014, unknown): “…et al., 1999; Carpenter, Fennema, Peterson, Chiang & Loef, 1989; Fennema et al., 1996), Steffe’s work on rational number (Steffe, 1994, 2002, 2004; Steffe & Olive, 2010), and Fuson and her colleagues’ work on supporting ten-structured thinking (Fuson & Briars, 1990; Fuson, Smith, & Lo Cicero,…”
On the idea of Learning Trajectories: Promises and Pitfalls (2011, background): “…in mathematics has an ample research base that illustrates, in some cases meticulously, how children’s thinking about fractions could progress (Behr, Harel, Post, & Lesh, 1992; Davydov & Tsvetkovich, 1991; Empson & Levi, 2011; Hackenberg, 2010; Steffe & Olive, 2010; Streefland, 1991; Tzur, 1999).”