From Fractions to Rational Numbers of Arithmetic: A Reorganization Hypothesis
Mathematical Thinking and Learning Volume 1, Number 4, ISSN 1098-6065
Studies two children working in the context of specially developed computer microworlds with a teacher/researcher for approximately 45 minutes a week for 50 weeks over a two-year period. Indicates that the operations and unit types associated with the children's whole-number sequences did not interfere with the reorganization of their fractional schemes but rather contributed to those schemes. (Contains 31 references.) (Author/ASK)
Olive, J. (1999). From Fractions to Rational Numbers of Arithmetic: A Reorganization Hypothesis. Mathematical Thinking and Learning, 1(4), 279-314.
Cited ByView References & Citations Map
Joanne Lobato & Amy Burns Ellis, San Diego State University, United States
Journal of Technology and Teacher Education Vol. 10, No. 2 (2002) pp. 297–314
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.