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Teaching interrelated concepts of fraction for understanding and teacher’s pedagogical content knowledge

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Abstract
Fractions are perceived as one of the most difficult areas in school mathematics to learn andteach. The most frequently mentioned factors contributing to the complexity are fractionshaving five interrelated constructs (part-whole, ratio, operator, quotient and measure) andteachers’ pedagogical approaches to address these constructs. The present study used thefive interrelated constructs of fraction and the Knowledge Quartet Framework to investigatea teacher’s teaching of fraction in a New Zealand Year 7 classroom. Video recordings andtranscribed audio-recordings were analysed through the lenses of the five integratedconstructs of fraction and the Knowledge Quartet Framework. The findings showed thatstudents often initiated uses of fractions as quotient and as operator, drawing on part-whole understanding when solving fraction problems. The study showed that the teacher’s focus in connecting the constructs and procedures of the lesson as well as shaping the classroom discussion when the lesson unfolded supported students’ learning of the fraction constructs.
Item Type: | Article |
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Authors/Creators: | Getenet, S and Callingham, R |
Keywords: | fractions, teacher knowledge, knowledge quartet |
Journal or Publication Title: | Mathematics Education Research Journal |
Publisher: | Springer Netherlands |
ISSN: | 2211-050X |
DOI / ID Number: | 10.1007/s13394-019-00275-0 |
Copyright Information: | Copyright Mathematics Education Research Group of Australasia, Inc. 2019 |
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