

Initial
Fraction Learning by
Kathleen
A. Cramer, Thomas R. Post, and Robert C. delMas 

NOTE  At this time, NCTM is granting permission for this site to publish just the abstract, summary, and references for this article. It is our intention to put the complete article online when permission is obtained.  
In summary, we believe RNP teachers were able to be effective because of the careful structure of the materials and the integration of information on student thinking into each lesson. We believe these students learned disproportionately well because they spent their time interacting with fraction ideas in multiple ways and were provided extended periods of time to develop an understanding of the meaning of symbols. Investing time in fostering students' understanding of rational number concepts was shown to be an effective method for developing a quantitative sense for fractions in large numbers of fourth and fifth graders. The theoretical framework and lesson structure employed here can be applied to other mathematical topics and shows promise in enabling large numbers of teachers to participate in the curriculum regeneration process and to improve student understandings.
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Authors Kathleen A. Cramer, 252 Peik Hall, 159 Pillsbury Drive, University of Minnesota, Minneapolis, MN 55455; crameO13@tc.umn.edu Thomas R. Post, 240 Peik Hall, 159 Pillsbury Drive, University of Minnesota, Minneapolis, MN 55455; postxOO1@tc.umn.edu Robert C. delMas, 345 Appleby Hall, 128 Pleasant Street, SE, University of Minnesota, Minneapolis, MN 55455; delmaOO1@tc.umn.edu 
