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Teaching fractions for understanding: addressing interrelated concepts

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Getenet, S and Callingham, R ORCID: 0000-0001-5703-5261 2017 , 'Teaching fractions for understanding: addressing interrelated concepts', in A Downton and S Livy and J Hall (eds.), Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia , Mathematics Education Research Group of Australasia, Australia, pp. 277-284 .

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Abstract

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

Item Type: Conference Publication
Authors/Creators:Getenet, S and Callingham, R
Keywords: Middle school, fractions, teaching approach
Journal or Publication Title: Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia
Publisher: Mathematics Education Research Group of Australasia
Copyright Information:

Copyright 2017 MERGA

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