How Do Fair Sharing Tasks Facilitate Young Children's Access to Fractional Concepts?
Document Type
Book Chapter
Publication Date
5-29-2015
School
Center for Science and Math Education
Abstract
The National Science Foundation funded a 2-year program in the US to investigate the cognitive and mathematics development of children aged 3–6. Interview and assessment data of children’s strategies to solve fair sharing tasks involving fractional quantities are reviewed. Children were asked how snacks could be shared among differing numbers of friends (social condition) or to distribute items into containers (physical condition). Some children demonstrated a qualitative understanding of fractional unit and with increasing grade level we observed an increased quantitative understanding. In addition, we documented significant relationships between children’s emerging causal reasoning, verbal IQ, and mathematics performance.
Publication Title
Educational Paths to Mathematics
First Page
173
Last Page
189
Recommended Citation
Cwikla, J.,
Vonk, J.
(2015). How Do Fair Sharing Tasks Facilitate Young Children's Access to Fractional Concepts?. Educational Paths to Mathematics, 173-189.
Available at: https://aquila.usm.edu/fac_pubs/21394
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