Through their work on the Fractions Project, Steffe and Olive (2010) identified a progression of fraction schemes that describes students' development toward more and more sophisticated ways of operating with fractions. Although several quantitative studies have affirmed this progression, the question has remained open as to whether it is specific to the U.S. classrooms in which these studies were conducted or whether it describes a developmental progression that crosses international boundaries. The purpose of our replication study was to address that question using data gathered from written assessments of 76 5th- and 6th-grade students in China. Results indicate a remarkably similar progression among students in the United States and students in China.
Anderson Norton, Department of Mathematics, Virginia Tech, Blacksburg, VA 24061-0123; email@example.com
Jesse L. M. Wilkins, College of Education, Virginia Tech, Blacksburg, VA 24061-0313; firstname.lastname@example.org
Cong ze Xu, College of Education, Virginia Tech, Blacksburg, VA 24061-0313; email@example.com