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ERIC Number: EJ780990
Record Type: Journal
Publication Date: 2008-Jan
Pages: 30
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0021-8251
Teaching and Learning Fraction Addition on Number Lines
Izsak, Andrew; Tillema, Erik; Tunc-Pekkan, Zelha
Journal for Research in Mathematics Education, v39 n1 p33-62 Jan 2008
We present a case study of teaching and learning fraction addition on number lines in one sixth-grade classroom that used the Connected Mathematics Project Bits and Pieces II materials. Our main research questions were (1) What were the primary cognitive structures through which the teacher and students interpreted the lessons? and (2) Were the teacher's and her students' interpretations similar or different, and why? The data afforded particularly detailed analyses of cognitive structures used by the teacher and one student to interpret fractions and their representation on number lines.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED512043