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Teaching interrelated concepts of fraction for understanding and teacherís pedagogical content knowledge


Getenet, S and Callingham, R, Teaching interrelated concepts of fraction for understanding and teacher's pedagogical content knowledge, Mathematics Education Research Journal, 33 pp. 201-221. ISSN 2211-050X (2021) [Refereed Article]

Copyright Statement

Copyright Mathematics Education Research Group of Australasia, Inc. 2019

DOI: doi:10.1007/s13394-019-00275-0


Fractions are perceived as one of the most difficult areas in school mathematics to learn and teach. The most frequently mentioned factors contributing to the complexity are fractions having five interrelated constructs (part-whole, ratio, operator, quotient and measure) and teachersí pedagogical approaches to address these constructs. The present study used the five interrelated constructs of fraction and the Knowledge Quartet Framework to investigate a teacherís teaching of fraction in a New Zealand Year 7 classroom. Video recordings and transcribed audio-recordings were analysed through the lenses of the five integrated constructs of fraction and the Knowledge Quartet Framework. The findings showed that students often initiated uses of fractions as quotient and as operator, drawing on part-whole understanding when solving fraction problems. The study showed that the teacherís focus in connecting the constructs and procedures of the lesson as well as shaping the classroom discussion when the lesson unfolded supported studentsí learning of the fraction constructs.

Item Details

Item Type:Refereed Article
Keywords:fractions, teacher knowledge, knowledge quartet
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
ID Code:133728
Year Published:2021
Funding Support:Australian Research Council (DP130103144)
Web of Science® Times Cited:1
Deposited By:Education
Deposited On:2019-07-08
Last Modified:2022-07-06

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