Teaching fractions for understanding: addressing interrelated concepts

Getenet, Seyum and Callingham, Rosemary (2017) Teaching fractions for understanding: addressing interrelated concepts. In: 40th Annual Conference of the Mathematics Education Research Group of Australasia: 40 Years On: We Are Still Learning! (MERGA40), Melbourne, Australia, 2-6 July 2017.

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Abstract

The concept of fractions is perceived as one of the most difficult areas in school mathematics to learn and teach. The most frequently mentioned factors contributing to the
complexity is fractions having five interrelated constructs: part-whole, ratio, operator, quotient, and measure. In this study, we used this framework to investigate the practices in a New Zealand Year 7 classroom. Video recordings and transcribed audio recordings were analysed through the lenses of the five integrated concepts of fraction. The findings showed
that students often initiated unexpected uses of fractions as quotient and as operator, drawing on part whole understanding when solving fraction problems


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 10 Jul 2017 05:12
Last Modified: 21 May 2018 23:53
Uncontrolled Keywords: fractions; mathematics; teaching
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/32673

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