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My recent investigation of the reasons given for the necessity of teaching fractions in this fashion (Groff 1994) revealed the extent of this pressure on teachers by partisans of this instruction. It was common for popular middle grade mathematics texts, I discovered, to devote from 15 to 25 percent of their pages to fractions study. Furthermore, standardized tests of mathematics are loaded with items that
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Patrick Groff (1996) studied this question.
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