Creating a Context for Learning: Activating Children’s Whole Number Knowledge Prepares Them to Understand Fraction Division

Creating a Context for Learning: Activating Children’s Whole Number Knowledge Prepares Them to Understand Fraction Division

When children learn about fractions, their prior knowledge of whole numbers often interferes, resulting in a whole number bias. However, many fraction concepts are generalizations of analogous whole number concepts; for example, fraction division and whole number division share a similar conceptual...

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Bibliographic Details
Main Authors: Pooja Gupta Sidney, Martha Wagner Alibali
Format: Article
Language:English
Published: PsychOpen GOLD/ Leibniz Insitute for Psychology 2017-07-01
Series:Journal of Numerical Cognition
Subjects:
analogical transfer
analogical priming
mathematics learning
fraction division
whole number bias
Online Access:http://jnc.psychopen.eu/article/view/71

Internet

http://jnc.psychopen.eu/article/view/71

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