ERIC Number: ED469872
Record Type: Non-Journal
Publication Date: 1999-Nov
Reference Count: N/A
Mathematical Analogs and the Teaching of Fractions.
Charles, Kathy; Nason, Rod; Cooper, Tom
The literature has noted that some mathematical analogs are more effective than others for the teaching of fractions. This study aimed to evaluate the efficacy of seven mathematical analogs commonly used in the teaching of the partitive quotient fraction construct. A sample of twelve purposively selected Year Three children were presented with partitioning (partitive quotient) tasks in a simulated restaurant setting where they assumed the roles of waiters and waitresses serving pizzas, pancakes, pikelets, ice cream bars, apple pies and licorice straps to the customers. Clinical interviews, talk-aloud protocols, and non-participant observations were conducted within an interpretative methodology incorporating the Hermeneutic Dialectic Circle. The educational efficacy of the analogs was evaluated according to: (i) ecological validity, (ii) abstraction-ability, and (iii) ease of partitioning. Great variance was found in the efficacy of the seven mathematical analogs. This has significant implications for the initial teaching/learning of the partitive quotient fraction construct. (Contains 18 references.) (Author/MM)
Descriptors: Experiential Learning, Foreign Countries, Fractions, Grade 3, Mathematics Instruction, Primary Education, Qualitative Research, Teaching Methods
For full text: http://www.aare.edu.au/indexpap.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Australia