Abstract
Recent research reports show that students have difficulty solving fraction problems when using physical models or diagrams whether the units are sets of objects (Hunting 1983) or regions (Kieren, Nelson, and Smith 1985). These reports show that students are not familiar with fraction models, a finding that suggests that they do not have sufficient experience with nonsymbolic work in fractions. Competence in representing fractions concretely or pictorially would facilitate solving fraction problems and could serve to verify computations with symbolic fractions.
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