From non-symbolic to symbolic proportions and back: a Cuisenaire rod proportional reasoning intervention enhances continuous proportional reasoning skills
Abstract:The persistent educational challenges that fractions pose call for the development of novel instructional methods to better prepare students for fraction learning. Here, we examined the effects of a 24-session, Cuisenaire rod intervention on a building block for symbolic fraction knowledge, continuous and discrete non-symbolic proportional reasoning, in children who have yet to receive fraction instruction. Participants were 40 second graders divided into three groups: the Full intervention group who attended … Show more
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