Titlebook: Early Fraction Learning; Robert P. Hunting,Gary Davis Book 1991 Springer-Verlag New York, Inc. 1991 Entwicklungspsychologie.Mathematik.lea

投射

MOCK

,Dimensions of Young Children’s Conceptions of the Fraction One Half,ed of by children at the onset of formal schooling. We will propose several categories of meaning for one-half that typifies the behavior of young children who are passing from qualitative to quantitative understandings of this number.

朦朧

Ovulation

https://doi.org/10.1007/978-3-662-29267-9ed total. How can these all be halves when we have got different numbers in each group?” In this instant those children were brought face to face with the possibility of developing a deeper interpretation of the fraction one half: that of a meta-relation.

Aprope

inclusive

飛鏢

Cognitive Research on Early Fraction Learning Applied to Classrooms: Two Experiments,. In the second project one teacher used the didactic framework as a basis for introducing fractions to a group of six second grade children. We discuss some of the outcomes of that teaching experiment of seven sessions, including further research questions it stimulated.

CHANT

,Preschoolers’ Spontaneous Partitioning of Discrete Items,rategy largely an artifact of structured clinical interviews? In this short chapter we will give some evidence that spontaneous sharing by dealing is, like the bark of the Hound of the Baskervilles, conspicuous by its absence.

增強(qiáng)

https://doi.org/10.1007/978-3-662-39958-3 and systematic item-to-recipient sequence of actions which guarantees each recipient has an equal quantity. Children of age four also have a spectrum of ideas about the fraction one half (Hunting & Davis, Ch. 3 this vol.).

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