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- W3111848278 abstract "Children often begin to construct an informal understanding of fractions before entering school as they learn to share their crayons or snacks fairly with friends. NCTM (2000) recommends that teachers recognize and build on each child's informal knowledge of fractions during grades K–2. In grades 3–5, children should be actively engaged in constructing conceptual knowledge about fraction concepts, with an emphasis on computational fluency as they progress into grades 6–8. The NCTM (2000) further suggests that “The study of rational numbers in the middle grades should build on students' prior knowledge of whole-number concepts and skills and their encounter with fractions, decimals, and percents in lower grades and in everyday life” (p. 215)." @default.
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- W3111848278 date "2004-10-01" @default.
- W3111848278 modified "2023-10-18" @default.
- W3111848278 title "Students' Strategies for Fair Shares" @default.
- W3111848278 doi "https://doi.org/10.5951/mtms.10.3.132" @default.
- W3111848278 hasPublicationYear "2004" @default.
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