Three specific sites, or points in real time, during problem solving gave fifth and sixth graders conceptual understanding, procedural skill, and the ability to justify their mathematical thinking about fractions.

Contributor Notes

Nicole Pitsolantis, npitsolantis@lcc.ca, teaches fourth- and fifth-grade math at Lower Canada College in Montreal, Canada. She is a PhD student in educa tion at Montreal's Concordia University, and she is interested in teaching and learning mathematics.

Helena P. Osana, osana@education.concordia.ca, teaches in the Department of Education at Concordia University. She is interested in strategies for fostering mathematical understanding in students and teachers.

(Corresponding author is Pitsolantis npitsolantis@lcc.ca)(Corresponding author is Osana osana@education.concordia.ca)
Teaching Children Mathematics

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