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Multimodal functioning in understanding fractions
journal contribution
posted on 2023-05-20, 11:25 authored by Jane WatsonJane Watson, Campbell, KJ, Kevin CollisKevin CollisExamined responses to 4 problems involving common fractions for ikonic mode processes and their relationship to concrete symbolic mode development. Results from interviews with 42 children from kindergarten to Grade 10 and surveys of 98 Ss provide evidence for a developmental progression within the ikonic mode during school years, with a mutual interaction between ikonic and concrete symbolic mode development. Ikonic processes not only supported concrete symbolic reasoning, but their level of sophistication was limited by the level of concrete symbolic understanding achieved. In secondary school years, where concrete symbolic reasoning becomes more abstract and ikonic processes are not emphasized in the curriculum, it appears that many students' development of ikonic processes does not keep pace with concrete symbolic development.
Funding
Australian Research Council
History
Publication title
Journal of Mathematical BehaviorVolume
12Pagination
45-62ISSN
0732-3123Department/School
Faculty of EducationPublisher
Elsevier LtdPlace of publication
United KingdomRepository Status
- Restricted