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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 |
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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 not elsewhere classified |
UTAS 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: | 2020-06-10 |
Downloads: | 33 View Download Statistics |
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