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| Preface | p. ix |
| Acknowledgments | p. xi |
| Toward A Unified Discipline of Scientific Inquiry | p. 1 |
| Rational Numbers: Toward A Semantic Analysis -- Emphasis On The Operator Construct | p. 13 |
| References | p. 46 |
| Rational and Fractional Numbers: From Quotient Fields To Recursive Understanding | p. 49 |
| References | p. 81 |
| Learning Rational Numbers With Understanding: The Case of Informal Knowledge | p. 85 |
| Acknowledgments | p. 102 |
| Protoquantitative Origins of Ratio Reasoning | p. 107 |
| Ratio and Proportion: Children's Cognitive and Metacognitive Processes | p. 131 |
| Halves, Pieces, and Twoths: Constructing and Using Representational Contexts In Teaching Fractions | p. 157 |
| References | p. 192 |
| Acknowledgments | p. 192 |
| A Critical Analysis Of Teaching Rational Number | p. 197 |
| Benefits and Costs Of Research That LInks Teaching and Learning Mathematics | p. 219 |
| References | p. 238 |
| Using Principles From Cognitive Psychology To Guide Rational Number Instruction For Prospective Teachers | p. 239 |
| Assessment of Rational Number Understanding: A Schema-Based Approach | p. 261 |
| References | p. 287 |
| Vi Curriculum and Instruction | p. 288a |
| Fractions: A Realistic Approach | p. 289 |
| References | p. 323 |
| Curriculum Implications Of Research on The Learning, Teaching and Assessing of Rational Number Concepts | p. 327 |
| Partial Scope and Sequence For Fraction Concepts | p. 358 |
| Partial Scope and Sequence For Fraction Concepts | p. 360 |
| Index | p. 363 |
| Subject Index | p. 369 |
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