Several researchers have noted that students possess some informal knowledge of fractions before they come to school. This implies that teachers should
a. build on this knowledge by beginning to teach fraction operations.
b. help students connect their real-life experiences with work in the classroom.
c. assume that students are familiar with the concepts of equivalence and ordering.
d. delay the teaching of fractions until upper-elementary grades when students are more ready for these concepts.
b
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