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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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PsychOpen GOLD/ Leibniz Insitute for Psychology
2017-07-01
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| Series: | Journal of Numerical Cognition |
| Subjects: | |
| Online Access: | http://jnc.psychopen.eu/article/view/71 |