A central question underpining the work detailed in this book is the question, “What is the meaning of fractions for young children?” We should note first of all, that there is no need to attach meaning to something that we have not yet seen. Although we all meet natural numbers as little children it is only those who later grow to be philosophers or philosophically-minded mathematicians who ask “what is the meaning of numbers?” Furthermore it is generally not procedurally wise to ask what is the meaning of X. The procedurally sensible question is to ask when X and Y have the same meaning. In this vein therefore we should ask when it is that two fractions have the same meaning, which of course begs the question “what is a fraction?”, or more importantly for the concerns of this book: “What is a fraction for a child?”
Unable to display preview. Download preview PDF.
- Freudenthal, H. (1983). Didactical phenomenology of mathematical structures. Dortrecht: D. Reidel.Google Scholar
- Mulligan, J. (July, 1988 ). An analysis of children’s solutions to multiplication and division word problems - a pilot study. Mathematics Education Research Group in Australasia Eleventh Annual Conference, Deak in University.Google Scholar