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Representations in Teaching and Learning Fractions
Tad Watanabe
Source abstract
Fraction concepts continue to be one of the most challenging topics for elementary and middle school children (see, e.g., Kouba, Zawojewski, and Strutchens [1997]). One important factor in teaching and learning fractions is the use of representations. This article addresses four issues surrounding this topic: (1) tools for representing fractions, (2) methods of representing fractions, (3) fraction notations, and (4) fraction language.
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