Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Concept Formation | 1 |
| Data Analysis | 1 |
| Data Collection | 1 |
| Distance Education | 1 |
| Educational Games | 1 |
| Elementary School Mathematics | 1 |
| Elementary School Students | 1 |
| Fractions | 1 |
| Grade 3 | 1 |
| Grade 5 | 1 |
| Mathematical Concepts | 1 |
| More ▼ | |
Source
| Journal of the Learning… | 1 |
Author
| Aghababyan, Ani | 1 |
| Baker, Stephanie | 1 |
| Forsgren, Nicole | 1 |
| Janisiewicz, Philip | 1 |
| Martin, Taylor | 1 |
| Petrick Smith, Carmen | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Grade 5 | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkMartin, Taylor; Petrick Smith, Carmen; Forsgren, Nicole; Aghababyan, Ani; Janisiewicz, Philip; Baker, Stephanie – Journal of the Learning Sciences, 2015
The struggle with fraction learning in kindergarten through Grade 12 in the United States is a persistent problem and one of the major stumbling blocks to succeeding in higher mathematics. Research into this problem has identified several areas where students commonly struggle with fractions. While there are many theories of fraction learning,…
Descriptors: Mathematics Instruction, Mathematical Concepts, Fractions, Educational Games
