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| Content Provider | Springer Nature Link |
|---|---|
| Author | Cortina, Jose Luis Visnovska, Jana Zuniga, Claudia |
| Copyright Year | 2014 |
| Abstract | We analyze a classroom design experiment, conducted in a fourth grade classroom, that served to explore an instructional path in which the introduction of unit fractions and supporting proportional reasoning coincide. Central to this path is the use of means of support in which the objects that unit fractions quantify are not characterized as equal-sized parts of a whole, but as entities that are always separate from a reference unit. We argue that such a path is crucial for helping students develop deep quantitative understandings of fractions, where fraction quantities are, from the very start, linked to the reciprocal and multiplicative relations that their use implies. We focus on the first part of the design experiment in which we helped the students make sense of a concept that is important for initial fraction learning and proportional reasoning, the inverse order relationship among unit fractions. |
| Starting Page | 79 |
| Ending Page | 99 |
| Page Count | 21 |
| File Format | |
| ISSN | 10332170 |
| Journal | Mathematics Education Research Journal |
| Volume Number | 26 |
| Issue Number | 1 |
| e-ISSN | 2211050X |
| Language | English |
| Publisher | Springer Netherlands |
| Publisher Date | 2014-01-08 |
| Publisher Place | Dordrecht |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Design experiment Fractions Proportional reasoning education Mathematics Education |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education Mathematics |
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