dc.contributor.author Mills, Judith Patricia dc.date.accessioned 2014-12-11T00:35:06Z dc.date.available 2011 dc.date.available 2014-12-11T00:35:06Z dc.date.issued 2011 dc.identifier.citation Mills, J. (2011). Body fractions: A physical approach to fraction learning. Australian Primary Mathematics Classroom, 16(2), 17–22. en dc.identifier.issn 1326-0286 dc.identifier.uri https://hdl.handle.net/10289/8950 dc.description.abstract Many students experience great difficulty understanding the meaning of fractions (Anthony & Walshaw, 2007; Behr, Lesh, Post & Silver, 1983; Davis, Hunting & Pearn, 1993; Lamon, 2007; Verschaffel, Greer & Torbeyns, 2006; Young-Loveridge, Taylor, Hawera & Sharma, 2007). For many students who have spent their early mathematics lessons focusing on counting (whole) numbers, recognising that there are many numbers between those whole numbers called fractional numbers, is quite revolutionary. The foundation of understanding fractions is the idea that they are parts of a whole. The fact that one whole object can be divided into many equal parts, with each part having a name relative to the original whole, opens up a whole new realm of number understanding for the students. dc.format.mimetype application/pdf dc.language.iso en dc.publisher AAMT dc.relation.uri http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroom dc.rights This article is published in the journal: Australian Primary Mathematics Classroom. © 2014 AAMT dc.subject primary school dc.subject fractions dc.subject physical fractions dc.title Body fractions: A physical approach to fraction learning dc.type Journal Article dc.relation.isPartOf Australian Primary Mathematics Classroom pubs.begin-page 17 pubs.elements-id 84786 pubs.end-page 22 pubs.issue 2 pubs.volume 16
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