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Facilitating Children's Development of Rational Number Knowledge.

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Bibliographic Details
Title: Facilitating Children's Development of Rational Number Knowledge.
Language: English
Authors: Cramer, Kathleen, Post, Thomas
Peer Reviewed: N
Page Count: 8
Publication Date: 1995
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Cognitive Structures, Concept Formation, Elementary School Students, Fractions, Grade 4, Grade 5, Intermediate Grades, Mathematics Instruction, Mathematics Materials, Mathematics Teachers
Abstract: At issue in this study was the extent to which large numbers of classroom teachers were able to implement research-based materials with a minimum of inservice education. Also at issue was whether students of these teachers were able to develop the rich mental images for fractions similar to the ones students from previous Rational Number Project (RNP) studies developed in smaller experimental settings. An analysis of student interviews (n=20) in fourth grade in a suburban school district south of St. Paul and Minneapolis, Minnesota demonstrated that RNP students did in fact develop rich mental images for fractions similar to students in previous studies. As expected, the nature of RNP students' thinking about rational numbers was far richer and indicated a more conceptually oriented framework than that of students who used textbook curriculum. (Author/MKR)
What Works Clearinghouse (WWC) Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/64331
EIS Cited: ED497719
Entry Date: 1996
Accession Number: ED389576
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED389576
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PubType: Report
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  Label: Title
  Group: Ti
  Data: Facilitating Children's Development of Rational Number Knowledge.
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Cramer%2C+Kathleen%22">Cramer, Kathleen</searchLink><br /><searchLink fieldCode="AR" term="%22Post%2C+Thomas%22">Post, Thomas</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1995
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cognitive+Structures%22">Cognitive Structures</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Fractions%22">Fractions</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Materials%22">Mathematics Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: At issue in this study was the extent to which large numbers of classroom teachers were able to implement research-based materials with a minimum of inservice education. Also at issue was whether students of these teachers were able to develop the rich mental images for fractions similar to the ones students from previous Rational Number Project (RNP) studies developed in smaller experimental settings. An analysis of student interviews (n=20) in fourth grade in a suburban school district south of St. Paul and Minneapolis, Minnesota demonstrated that RNP students did in fact develop rich mental images for fractions similar to students in previous studies. As expected, the nature of RNP students' thinking about rational numbers was far richer and indicated a more conceptually oriented framework than that of students who used textbook curriculum. (Author/MKR)
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  Label: What Works Clearinghouse (WWC) Reviewed
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  Data: Does Not Meet Evidence Standards
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  Data: 1996
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  Label: Accession Number
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  Data: ED389576
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
    Subjects:
      – SubjectFull: Cognitive Structures
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Fractions
        Type: general
      – SubjectFull: Grade 4
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Intermediate Grades
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Materials
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
    Titles:
      – TitleFull: Facilitating Children's Development of Rational Number Knowledge.
        Type: main
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    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Cramer, Kathleen
      – PersonEntity:
          Name:
            NameFull: Post, Thomas
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 1995
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