Vincent Carette

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Fractions are well known to be difficult to learn. Various hypotheses have been proposed in order to explain those difficulties: fractions can denote different concepts; their understanding requires a conceptual reorganization with regard to natural numbers; and using fractions involves the articulation of conceptual knowledge with complex manipulation of(More)
Fractions constitute a stumbling block in mathematics education. To improve children’s understanding of fractions, we designed an intervention based on learningby-doing activities, which focused on the representation of the magnitude of fractions. Participants were 292 Grade 4 and 5 children. Half of the classes received experimental instruction, while the(More)
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