Teaching fractions for understanding: addressing interrelated concepts

Paper

Getenet, Seyum and Callingham, Rosemary. 2017. "Teaching fractions for understanding: addressing interrelated concepts." Downton, Ann, Livy, Sharyn and Hall, Jennifer (ed.) 40th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA40). Melbourne, Australia 02 - 06 Jul 2017 Adelaide, Australia.
Paper/Presentation Title

Teaching fractions for understanding: addressing interrelated concepts

Presentation TypePaper
AuthorsGetenet, Seyum (Author) and Callingham, Rosemary (Author)
EditorsDownton, Ann, Livy, Sharyn and Hall, Jennifer
Journal or Proceedings TitleProceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
ERA Conference ID50230
Number of Pages8
Year2017
Place of PublicationAdelaide, Australia
ISBN9781920846305
Web Address (URL) of Paperhttp://amsi.org.au/events/event/mathematics-education-research-group-australasia-conference-merga40-2017/
Conference/Event40th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA40)
Annual conference of the Mathematics Education Research Group of Australasia
Event Details
40th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA40)
Parent
Annual conference of the Mathematics Education Research Group of Australasia
Delivery
In person
Event Date
02 to end of 06 Jul 2017
Event Location
Melbourne, Australia
Event Details
Annual conference of the Mathematics Education Research Group of Australasia
MERGA
Mathematics Education Research Group of Australasia Conference (MERGA)
Abstract

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

Keywordsfractions; mathematics; teaching
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsSchool of Teacher Education and Early Childhood
University of Tasmania
Institution of OriginUniversity of Southern Queensland
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