Abstract
Generally speaking, the schools do not fully develop the fraction concept. During the early stages of instruction, children's understanding of fractions is inevitably sketchy. The fraction concept is complex and cannot be grasped all at once. It must be acquired through a fairly long process of sequential development. As the curriculum is now organized, this development begins in the first grade and continues at least throughout the elementary school. Even so, at present a full understanding of fractions is rarely, if ever, attained by pupils. Moreover, they are too often taught erroneous ideas about fractions.
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