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ERIC Number: ED516856
Record Type: Non-Journal
Publication Date: 2010
Pages: 232
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-2717-3
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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A