Building on Informal Knowledge through Instruction in a Complex Content Domain: Partitioning, Units, and Understanding Multiplication of Fractions

2001/05/01 by Nancy K. Mack · 1 citation
Mathematics · Social Sciences · #Cognitive and developmental aspects of mathematical skills #Mathematics Education and Teaching Techniques #Statistics Education and Methodologies

paper · doi:10.2307/749828

crossref issued 2001/05/01 · crossref published 2001/05/01 · crossref published-print 2001/05/01 · openalex publication_date 2001/05/01 · crossref created 2007/02/03 · crossref deposited 2021/01/27 · openalex created_date 2025/10/10 · crossref indexed 2026/07/27 · openalex updated_date 2026/07/28

Abstract

Nancy K. Mack, Building on Informal Knowledge through Instruction in a Complex Content Domain: Partitioning, Units, and Understanding Multiplication of Fractions, Journal for Research in Mathematics Education, Vol. 32, No. 3 (May, 2001), pp. 267-295

Citations

• Confounding Whole-Number and Fraction Concepts When Building on Informal Knowledge
• Situated Cognition and the Culture of Learning

Cited by

• Relationships Between Students' Fractional Knowledge and Equation Writing

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