Can Kindergartners Do Fractions?

Autor/in	Cwikla, Julie
Titel	Can Kindergartners Do Fractions?
Quelle	In: Teaching Children Mathematics, 20 (2014) 6, S.354-364 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Kindergarten; Elementary School Students; Young Children; Mathematical Concepts; Concept Formation; Mathematics Skills; Preschool Children; Cognitive Processes; Vocabulary; Age Differences; Freehand Drawing; Mississippi + Suchen Sie Ihr Suchwort? Frühe Kindheit; Concept learning; Begriffsbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Cognitive process; Kognitiver Prozess; Wortschatz; Age; Difference; Age difference; Altersunterschied; Drawing; Zeichnen
Abstract	Mathematics professor Julie Cwikla decided that she needed to investigate young children's understandings and see what precurricular partitioning notions young minds bring to the fraction table. Cwikla realized that only a handful of studies have examined how preschool-age and early elementary school-age students solve fraction problems (Empson 1999, 2003; Hunting and Davis 1991; Miller 1984). Minimal empirical evidence exists as to whether children can comprehend or acquire such fractional concepts before the whole-number bias is ensconced (Ni and Zhou 2005). Her research investigates the following questions: Are preschool kindergarten children capable of understanding fractional quantities; If so, are they best presented in the context of fair sharing problems? Children's naïve understanding of fair sharing and the differences in strategies for solving contextual problems among three-, four-, and five-year-olds before they had any formal instruction were examined. All seven of the fraction items in this study were framed socially, using a snack-sharing context that the children would likely find familiar. Classroom implications of precurricular understanding are outlined. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10