Students' Early Mathematical Representation Knowledge: The Effects of Emphasizing Single or Multiple Perspectives of the Rational Number Domain in Problem Solving

This study examined changes in 26 fourth-grade students' early conceptions of rational number representations as a function of receiving one of two curricular interventions. The first group of 12 students received a curriculum that emphasized constructing knowledge through extended problem solving with a single perspective of the rational number domain based on part-whole relations. A second group of 14 students received a curriculum that...