NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1040936
Record Type: Journal
Publication Date: 2014-Mar
Pages: 21
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1033-2170
Unit Fractions in the Context of Proportionality: Supporting Students' Reasoning about the Inverse Order Relationship
Cortina, Jose Luis; Visnovska, Jana; Zuniga, Claudia
Mathematics Education Research Journal, v26 n1 p79-99 Mar 2014
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A