Backing Up and Moving Forward in Fractional Understanding

A well-crafted opening problem can provide preassessment of students' fraction knowledge and assist teachers in determining next steps for instruction.

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Bibliographische Detailangaben
Veröffentlicht in:	Teaching children mathematics 2017-01, Vol.23 (5), p.284-291
Hauptverfasser:	Barlow, Angela T, Lischka, Alyson E, Willingham, James C, Hartland, Kristin S
Format:	Artikel
Sprache:	eng
Schlagworte:	Comprehension Concept Formation Elementary School Mathematics FEATURES Fractions Mathematical Concepts Mathematical problems Mathematics Mathematics education Mathematics Instruction Mathematics teachers Misconceptions Prior Learning Professional cooking Remainders Teachers Teaching Methods Word problems Word Problems (Mathematics)
Online-Zugang:	Volltext
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Beschreibung
Zusammenfassung:	A well-crafted opening problem can provide preassessment of students' fraction knowledge and assist teachers in determining next steps for instruction.
ISSN:	1073-5836 2327-0780
DOI:	10.5951/teacchilmath.23.5.0284