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Educational Assessment, Evaluation, and Research

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Catherine Pearn

Selected Works

Number concepts

Publication Year

Articles 1 - 3 of 3

Full-Text Articles in Education

Probing Whole Number Dominance With Fractions, Max Stephens, Catherine Pearn Jun 2003

Probing Whole Number Dominance With Fractions, Max Stephens, Catherine Pearn

Catherine Pearn

Children's whole number schemes can interfere with their efforts to learn fractions. To what extent do these schemes persist for secondary school students? This paper reports on the development and piloting of an interview designed to identify and probe inappropriate whole number strategies for working with fractions among secondary students. The interview showed that these strategies are still prevalent among Year 8 students. Among others who use appropriate multiplicative strategies the interview showed that some of these are still not confident in challenging instances of inappropriate whole number thinking. [Author abstract]


Procedures Or Concepts : Confusion In Young Children's Development Of Mathematical Understanding, Catherine Pearn Feb 2000

Procedures Or Concepts : Confusion In Young Children's Development Of Mathematical Understanding, Catherine Pearn

Catherine Pearn

This article provides an overview of research investigating the mathematical understanding of young children involved in the Mathematics Intervention program.


Empowering Classroom Teachers For The 21st Century: Meeting The Challenge Of Advancing Children's Mathematical Development, Catherine Pearn Dec 1998

Empowering Classroom Teachers For The 21st Century: Meeting The Challenge Of Advancing Children's Mathematical Development, Catherine Pearn

Catherine Pearn

In this paper, the specific concerns for literacy and numeracy as we enter a new era are addressed through a discussion of an innovative mathematics early intervention program, which the author and classroom teachers have developed and applied. 'Mathematics Intervention' is an innovative program developed by three classroom teachers to identify, then assist, children in year 1 'at risk' of not coping with the current mathematics curriculum. The program incorporates assessment tools and learning activities based on recent research about children's early numerical learning. It develops the basic concepts of number upon which children build their understanding of mathematics. All …