The Algebraic Nature of Fractions: Developing Relational Thinking in Elementary School
The Algebraic Nature of Fractions: Developing Relational Thinking in Elementary School
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分数的代数本质：在小学培养关系思维
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
T. P. Carpenter
中科院分区：
文献类型：
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作者：
Susan B. Empson;L. Levi;T. P. Carpenter
The authors present a new view of the relationship between learning fractions and learning algebra that (1) emphasizes the conceptual continuities between whole-number arithmetic and fractions; and (2) shows how the fundamental properties of operations and equality that form the foundations of algebra are used naturally by children in their strategies for problems involving operating on and with fractions. This view is grounded in empirical research on how algebraic structure emerges in young children’s reasoning. Specifically, the authors argue that there is a broad class of children’s strategies for fraction problems motivated by the same mathematical relationships that are essential to understanding high-school algebra and that these relationships cannot be presented to children as discrete skills or learned as isolated rules. The authors refer to the thinking that guides such strategies as Relational thinking.
