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ERIC Number: EJ932533
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-1098-6065
Mathematics Teachers' Reasoning about Fractions and Decimals Using Drawn Representations
Lee, Soo Jin; Brown, Rachael Eriksen; Orrill, Chandra Hawley
Mathematical Thinking and Learning: An International Journal, v13 n3 p198-220 2011
This qualitative study considers middle grades mathematics teachers' reasoning about drawn representations of fractions and decimals. We analyzed teachers' strategies based on their response to multiple-choice tasks that required analysis of drawn representations. We found that teachers' flexibility with referent units played a significant role in understanding drawn representations with fractions and decimals. Teachers who could correctly identify or flexibly use the referent unit could better adapt their mathematical knowledge of fractions validating their choice, whereas teachers who did not attend to the referent unit demonstrated four problem-solving strategies for making sense of the tasks. These four approaches all proved to be limited in their generalizability, leading teachers to make incorrect assumptions about and choices on the tasks. (Contains 2 tables, 6 figures, and 4 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A