Initial Fraction Learning by Fourth- and Fifth-Grade Students: A Comparison of the Effects of Using Commercial Curricula with the Effects of Using the Rational Number Project Curriculum

This study contrasted the achievement of students using either commercial curricula (CC) for initial fraction learning with the achievement of students using the Rational Number Project (RNP) fraction curriculum. The RNP curriculum placed particular emphasis on the use of multiple physical models an...

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Veröffentlicht in:	Journal for research in mathematics education 2002-03, Vol.33 (2), p.111-144
Hauptverfasser:	Cramer, Kathleen A., Post, Thomas R., delMas, Robert C.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Children Comparative analysis Concept Formation Curricula Curriculum Development Effects Elementary Education Elementary school students Equivalence relation Fractions Grade 4 Grade 5 Manipulative Materials Mathematics curricula Mathematics Education Posttests Rational Numbers Teachers Teaching Methods
Online-Zugang:	Volltext
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