Original Research

The development of the common fraction concept in Grade Three learners

Claire Fraser, Hanlie Murray, Brenda Hayward, Pat Erwin
Pythagoras | Issue 59 | a129 | DOI: https://doi.org/10.4102/pythagoras.v0i59.129 | © 2004 Claire Fraser, Hanlie Murray, Brenda Hayward, Pat Erwin | This work is licensed under CC Attribution 4.0
Submitted: 20 October 2004 | Published: 20 October 2004

About the author(s)

Claire Fraser, University of Fort Hare, South Africa
Hanlie Murray, University of Stellenbosch, South Africa
Brenda Hayward, University of Fort Hare, South Africa
Pat Erwin, Rhodes University, South Africa

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Abstract

This paper reports on a study undertaken on the development of the common fraction concept in Grade Three learners. According to the principles of a problem-centred approach to teaching and learning, learners were encouraged to discuss, reflect on and make sense of the mathematics they were doing while solving problems set in real-life contexts as vehicles for learning. The results indicate that learners are able to develop a stable common fraction concept and a deeper understanding of the concept.

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