The present study follows earlier research on fraction unit conception in learning decimals and shows that children with this difficulty also exhibit a similar problem in fractions. Specifically, the focus on the fraction unit observed in decimals (e.g., evaluating 0.4 as larger than 0.68 because tenths are larger than hundredths) is preceded by a similar deficient coordination between the size of the fraction unit and the number of units in determining fraction value. Approximately three quarters of 59 students in seventh and eighth grades identified as having a fraction unit conception in decimals were also identified as having a similar fraction unit focus in fractions. The impact of fraction knowledge was further demonstrated by showing that “changing the past” through meaningful instruction in fractions affected the “present” and transferred to decimals.
|Number of pages||13|
|Journal||Canadian Journal of Science, Mathematics and Technology Education|
|State||Published - 2009|
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