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ERIC Number: ED501138
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 16
ISBN: N/A
ISSN: N/A
Teacher and Students' Joint Production of a Reversible Fraction Conception
Tzur, Ron
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p315-322
Within an elaborated social-constructivist perspective, I conducted a teaching experiment with two fourth graders to study how a teacher and students can jointly produce the content-specific reversible fraction conception. Ongoing and retrospective analysis of the data revealed the non-trivial process by which students can abstract multiplicative reasoning about fractions without using the activity of splitting. The study contributes to the psychology of mathematics education by articulating a culminating advance in a developmental sequence of iteration-based fraction conceptions and the teacher's role in fostering such an advance in students. (Contains 1 figure.) [For complete proceedings, see ED500860.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A