March 2018, Vol. 49, Issue 2
Brief Report: A Progression of Fraction Schemes Common to Chinese and U.S. Students
Anderson Norton, Jesse L. M. Wilkins, and Cong ze Xu
Through their work on the Fractions Project, Steffe and Olive
(2010) identified a progression of
fraction schemes that describes students’ development toward more and more
sophisticated ways of operating with fractions. The purpose of this replication
study was to address that question using data gathered from written assessments
of 76 5th- and 6th-grade students in China. Results indicate a remarkably
similar progression among students in the United States and students in China.
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