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Sharing a unit, measuring a length: a didactic analysis of a teaching progression for fractions from Grade 1 to Grade 8
Fractions require learners to revise properties associated with whole numbers. This paper presents a design rationale and a critical analysis of an eight-level source progression for fractions (Grades 1-8, nominal ages 6-14), from which the French-curriculum and International Baccalaureate chapters
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