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Beschreibung des Verlags
1. Introduction Teachers and researchers have typically described fractions learning as a challenging area of the mathematics curriculum (e.g., Gould, Outhred, & Mitchelmore, 2006, Hiebert 1988, NAEP, 2005). The understanding of part/whole relationships, procedural complexity, and challenging notation, have all been connected to why fractions are considered an area of such difficulty. Teachers and researchers have struggled to find ways to make fractions more meaningful, relevant and understandable to students.