期刊名称：International Journal for Mathematics Teaching and Learning
电子版ISSN：1473-0111
出版年度：2004
出版社：Centre for Innovation in Mathematics Teaching
摘要：The conceptual development of the Quotient in fourchildren in the US was studied through a series of parallel individualteaching experiments. At the beginning of the study, childrenviewed whole number division and fair sharing as two differentdomains: Division and fractions. By requiring children to confrontfractional and division situations involving similar contexts,quantities and symbolization, children moved from a Whole NumberQuotient scheme to a Fraction-as-Division scheme. At the end of thestudy, children were able to think about fractions in terms of divisionand were able to solve problems involving division of fractions
