Abstract
A longitudinal constructivist teaching experiment that lasted approximately one academic year was conducted with six third graders. The purpose of the teaching experiment was to analyze the itinerary of children's ways of operating while solving fraction tasks. Ann was one of the third graders who participated in the teaching experiment, and her case study presents the author's interpretation of the generation and evolution of Ann's fraction schemes.
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Sáenz-Ludlow, A. Ann's fraction schemes. Educ Stud Math 28, 101–132 (1995). https://doi.org/10.1007/BF01295789
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DOI: https://doi.org/10.1007/BF01295789