Abstract/Details

The number line: Young children's knowledge of fractions and whole numbers


2004 2004

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Abstract (summary)

Kindergarten, first grade, and second grade students' knowledge of fractions and whole numbers was tested using a number line consisting of whole circles. After a brief training session, students placed displays consisting of circles and pieces of circles on a number line. Kindergarten students did not complete the task correctly. First and second grade students performed better than kindergarten students; however, their performance was related to the training procedure they received. Training with a number line consisting of fractional quantities increased first and second grade students' performance. The findings fail to support the belief that elementary students treat fractions as whole numbers. Instead, the findings provide tentative evidence that task related issues, such as the type of number line used during training, may underlie students' performance on similar number line tasks.

Indexing (details)


Subject
Developmental psychology;
Cognitive therapy
Classification
0620: Developmental psychology
0633: Cognitive therapy
Identifier / keyword
Psychology; Children; Fractions; Number line; Whole numbers
Title
The number line: Young children's knowledge of fractions and whole numbers
Author
Poirier, Christopher R.
Number of pages
54
Publication year
2004
Degree date
2004
School code
0118
Source
DAI-B 65/11, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780496132706, 0496132709
Advisor
Bogartz, Richard S.
University/institution
University of Massachusetts Amherst
University location
United States -- Massachusetts
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3152735
ProQuest document ID
305176046
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305176046
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