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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
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
Related URLs:	Google Scholar: Callingham, R UTAS Profile: Callingham, R
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