ERIC Number: ED516856
Record Type: Non-Journal
Publication Date: 2010
Pages: 232
Abstractor: As Provided
ISBN: ISBN-978-1-1240-2717-3
ISSN: N/A
EISSN: N/A
Middle School Mathematics Students' Justification Schemes for Dividing Fractions
Day, Melina Michele
ProQuest LLC, Ph.D. Dissertation, Arizona State University
Three theoretical frameworks were used to guide this intervention case study: dividing fractions; sociomathematical norms, and justification. Middle school mathematics students were given the opportunity to solve partitive and measurement division of fraction word problems with different contexts. The teacher purposefully implemented a sociomathematical norm that an explanation consists of a mathematical argument, not simply a procedural description or summary. In order for students to justify based on reasoning they were expected to use three guiding principles: convince themselves by making personally-meaningful solutions to problems; convince others by communicating their understanding through graphic representations, words (written and oral), and symbols; and make sense of other students' justifications to raise challenges if disagreements occurred. The case of one student was documented in depth. Three claims emerged from the three guiding principles: Taylor was aware of her own thinking and learning so she used strategies that made sense to her; Taylor was not always explicit about the unit as a whole, and she was not always able to convince others; and Taylor asked clarifying questions when she disagreed with another student's justification. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Mathematics Education, Symbols (Mathematics), Word Problems (Mathematics), Mathematics Instruction, Models, Intervention, Case Studies, Interpersonal Communication, Learning Strategies, Middle Schools, Middle School Students, Mathematics
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A