Directions

Original information  View document text
TitleRelating formal instruction to prior knowledge : the case of decimal fractions
AuthorSharma, Sashi
SubjectFractions|Study and teaching (Elementary)|Fiji
Decimal fractions|Study and teaching (Elementary)|Fiji
AbstractThis paper is part of a study that arose from a concern about children’s difficulties with decimal numbers and the role of calculators. The study was designed to gain information on how calculators affect children’s understanding of decimal numbers in decimal concepts, computations, estimation and problem-solving. Data from interviews and other sources indicated that children generated links with their whole number and fraction ideas while working with decimals. This paper discusses research into how prior whole number and fraction knowledge influences the learning of decimals, and provides evidence to support this view. The paper concludes with some suggestions for teachers and curriculum developers in Fiji.
Volume/YearDirections: Journal of Educational Studies no.34, vol.18, no.1, 1996
Collationp. 57-71 ;
Notes• Bibliography: p. 69-71.
 
Filesize560427 bytes
File FormatPDF
Number of pages15