Fraction As Division is a theoretical construct within the domain of mathematics education that conceptualizes a fraction as the result of dividing a numerator by a denominator, emphasizing the interpretive equivalence between fractional notation and the arithmetic operation of division.
56
Publications
3K
Citations
100
Authors
61
Institutions
Publications per year
2017–2026
9
Parents
Publications
56
1–5 of 56
Authors
100
- JSJi‐Won Son
University at Buffalo, State University of New York, United States
3 publications · 180 citations
3
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- JL
3
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- PG
3
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- RS
3
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- YL
3
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1–5 of 100
Institutions
61
Carnegie Mellon University
Pittsburgh, United States
4 h-index
9 publications
2K citations
Texas A&M University
College Station, United States
3 h-index
6 publications
417 citations
Western Michigan University
Kalamazoo, United States
3 h-index
3 publications
196 citations
University of Wisconsin–Madison
Madison, United States
3 h-index
4 publications
146 citations
Atatürk University
Erzurum, Türkiye
2 h-index
2 publications
46 citations
University of Tennessee at Knoxville
Knoxville, United States
2 h-index
2 publications
167 citations
Illinois State University
Normal, United States
2 h-index
4 publications
226 citations
Michigan State University
East Lansing, United States
2 h-index
2 publications
167 citations
1–8 of 61
Venues
- Teaching Children Mathematics
TCM · 5 publications · 79 citations
5
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- Mathematics Teaching in the Middle School
5 publications · 103 citations
5
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- Journal of Mathematics Teacher Education
4 publications · 230 citations
4
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- Educational Studies in Mathematics
4 publications · 277 citations
4
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- School Science and Mathematics
3 publications · 105 citations
3
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1–5