1995 Volume 37 Issue 4 Pages 229-239
The present study aimed to extract knowledge on both knowing of the meaning of symbols of fractions and linking it to problem situations. Fourth and fifth graders were interviewed individually. Three kinds of meanings of symbols were found; appropriate meaning, inappropriate meaning, and lack of meaning. Four kinds of ways of linking were identified; appropriate linking, linking by inappropriate fractional knowledge, linking by whole number concepts, and linking by quotient. It was found that the most important factor in judging magnitudes of fractions was not knowledge for the symbols of fractions but one for linking it to the problem situations.