Unfolding Fraction Multiplication
Article Properties
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DOI (url)
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Publication Date2011/12/01
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Indian UGC (journal)
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Refrences1
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Citations5
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Terry Wyberg
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Stephanie R. Whitney
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Kathleen A. Cramer
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Debra S. Monson
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Seth Leavitt
Abstract
Cite
Wyberg, Terry, et al. “Unfolding Fraction Multiplication”. Mathematics Teaching in the Middle School, vol. 17, no. 5, 2011, pp. 288-94, https://doi.org/10.5951/mathteacmiddscho.17.5.0288.
Wyberg, T., Whitney, S. R., Cramer, K. A., Monson, D. S., & Leavitt, S. (2011). Unfolding Fraction Multiplication. Mathematics Teaching in the Middle School, 17(5), 288-294. https://doi.org/10.5951/mathteacmiddscho.17.5.0288
Wyberg, Terry, Stephanie R. Whitney, Kathleen A. Cramer, Debra S. Monson, and Seth Leavitt. “Unfolding Fraction Multiplication”. Mathematics Teaching in the Middle School 17, no. 5 (2011): 288-94. https://doi.org/10.5951/mathteacmiddscho.17.5.0288.
Wyberg T, Whitney SR, Cramer KA, Monson DS, Leavitt S. Unfolding Fraction Multiplication. Mathematics Teaching in the Middle School. 2011;17(5):288-94.
Refrences
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
| 10.5951/MTMS.13.8.0490 | 2008 |
Refrences Analysis
Refrences used by this article by year
Citations
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
Software‐based intervention with digital manipulatives to support student conceptual understandings of fractions | British Journal of Educational Technology |
| 5 | 2021 |
Using Models to Build Fraction Understanding | Mathematics Teacher: Learning and Teaching PK-12 | 2020 | ||
Using Models to Build Fraction Understanding | Mathematics Teacher: Learning and Teaching PK-12 | 2020 | ||
| Analyzing students’ errors on fractions in the number line | Journal of Physics: Conference Series | 2018 | ||
| Making sense of third-grade students’ misunderstandings of the number line | Investigations in Mathematics Learning | 1 | 2016 |
Citations Analysis
| Category | Category Repetition |
|---|---|
| Education: Theory and practice of education | 1 |
| Education | 1 |
| Social Sciences | 1 |
The category
Education: Theory and practice of education 1
is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Making sense of third-grade students’ misunderstandings of the number line and was published in 2016. The most recent citation comes from a 2021 study titled Software‐based intervention with digital manipulatives to support student conceptual understandings of fractions. This article reached its peak citation in 2020, with 2 citations. It has been cited in 4 different journals. Among related journals, the Mathematics Teacher: Learning and Teaching PK-12 cited this research the most, with 2 citations. The chart below illustrates the annual citation trends for this article.