1. What are the five interpretations or "subconstructs" of fractions and how do they differ?
2. How does the notion of "sharing" relate to fractions? Provide an example.
3. What evidence do studies of nonverbal or implicit knowledge of fractions provide in regard to age and performance?
4. What tasks are associated with conceptual knowledge? What tasks are computational tasks? What are the advantages and disadvantages of both conceptual and computational tasks for mathematical learning?
5. What is the relation between motivation and on-task time in regard to learning fractions? How is conceptual knowledge included in the relation?
6. What is the relationship between conceptual and procedural knowledge? What mechanism links the two together?
7. What are the differences between learning to count and learning fractions? What is infinite divisibility and how does it relate counting to fractions?
8. What effect does the language demarcate parts in and wholes in fractions names play in learning fractions? Provide examples.
9. How does the absence of the demarcation of parts and wholes in fraction names in certain languages affect mastery of fractions? Explain.
10. In general, why are fractions so difficult to learn? What changes or interventions can be made to enable students to become more successful?
I just realized I made a slight mistake on the questions. I apologize for the confusion. I must have copied and pasted the old version. Numbers 8 and 9 are essentially the same question, but the wording on 9 makes more sense.
Also, the following question can be added as an extra.
How is working working memory associated with performance on fraction tasks? What tasks do the concept of 'working memory' directly affect and indirectly affect?
