The third edition of this book offers a unique approach to making mathematics education research on the teaching and learning of fraction concepts readily accessible and understandable to pre-service and in-service K-8 mathematics teachers.Revealing students’ thought processes with extensive annotated samples of student work and vignettes characteristic of classroom teachers’ experience, this book provides teachers a research-based lens to interpret evidence of student thinking, inform instruction and ultimately improve student learning. Based on research gathered in the Ongoing Assessment Project (OGAP), and updated throughout, this engaging and easy-to-use resource also features:
This is Book 35 in the Studies in Mathematical Thinking and Learning Series Series. See all Studies in Mathematical Thinking and Learning Series books here.
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Marjorie M. Petit is an educational consultant in mathematics instruction and assessment and has provided leadership in the development and ongoing implementation of the Ongoing Assessment Project (OGAP).
Robert E. Laird is a research associate with the Vermont Mathematics Initiative at the University of Vermont and a member of the OGAP leadership team.
Elizabeth T. Hulbert is an educational consultant in mathematics instruction and assessment and a co-director of OGAPMath LLC. Elizabeth provides leadership to the OGAP National Professional Development Team.
Marjorie M. Petit is an educational consultant in mathematics instruction and assessment and a co-director of OGAPMath LLC.
Caroline B. Ebby, Ph.D.
