Order and Equivalence of Rational Numbers: A Cognitive Analysis
Thomas R. Post, Ipke Wachsmuth, Richard Lesh, Merlyn J. Behr
Source record
Source: Crossref
Published: Jan 1, 1985
DOI: 10.5951/jresematheduc.16.1.0018
Open original source ↗Source abstract
Fourth-grade students' understanding of the order and equivalence of rational numbers was investigated in an 18-week teaching experiment. Data from observations of, and interviews with, two children were employed to identify patterns over time in the strategies used in performing tasks. Three related characteristics of thinking are hypothesized to be related to the successful performance of tasks on order and equivalence: (a) thought flexibility in coordinating between-mode translations, (b) thought flexibility for within-mode transformations, and (c) reasoning that becomes increasingly independent of specific concrete embodiments.
Evidence graph
No public relationships recorded yet.
Integrity note: This page is a factual metadata record created by deterministic ingestion. It is not a claim that the work moves a mathematical frontier or has been independently verified.