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Teaching fractions for understanding: addressing interrelated concepts

Citation

Getenet, S and Callingham, R, Teaching fractions for understanding: addressing interrelated concepts, Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia, 2-6 July 2017, Melbourne, Australia, pp. 277-284. ISBN 978-1-920846-30-5 (2017) [Refereed Conference Paper]


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Copyright Statement

Copyright 2017 MERGA

Official URL: https://www.merga.net.au/node/37

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

Item Details

Item Type:Refereed Conference Paper
Keywords:Middle school, fractions, teaching approach
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
Author:Callingham, R (Associate Professor Rosemary Callingham)
ID Code:120015
Year Published:2017
Funding Support:Australian Research Council (DP130103144)
Deposited By:Education
Deposited On:2017-08-08
Last Modified:2018-01-11
Downloads:14 View Download Statistics

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