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Creators/Authors contains: "Peperak, M."

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  1. ; (, The Banneker Banner)
    In this article, we discuss how rising fourth graders' understandings of fraction equivalence developed over the course of a ten-week summer program. We found that all students steadily improved in their abilities to give conceptual explanations during the study, yet most struggled with equivalent fractions that could not be formed from a given fraction by halving or doubling the numerator and denominator. We found that the use of discrete manipulatives helped students with these difficulties. 
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