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dc.contributor.authorMills, Judith Patricia
dc.date.accessioned2014-12-11T00:35:06Z
dc.date.available2011
dc.date.available2014-12-11T00:35:06Z
dc.date.issued2011
dc.identifier.citationMills, J. (2011). Body fractions: A physical approach to fraction learning. Australian Primary Mathematics Classroom, 16(2), 17–22.en
dc.identifier.issn1326-0286
dc.identifier.urihttps://hdl.handle.net/10289/8950
dc.description.abstractMany 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.mimetypeapplication/pdf
dc.language.isoen
dc.publisherAAMT
dc.relation.urihttp://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Primary-Mathematics-Classroom
dc.rightsThis article is published in the journal: Australian Primary Mathematics Classroom. © 2014 AAMT
dc.subjectprimary school
dc.subjectfractions
dc.subjectphysical fractions
dc.titleBody fractions: A physical approach to fraction learning
dc.typeJournal Article
dc.relation.isPartOfAustralian Primary Mathematics Classroom
pubs.begin-page17
pubs.elements-id84786
pubs.end-page22
pubs.issue2
pubs.volume16


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