Abstract
Promoting deep understanding of fraction concepts continues to be a challenge for mathematics education. Research has demonstrated that students whose concept of fractions is limited to part-whole have difficulty with advanced fraction concepts. We conducted teaching experiments to study how students can develop a measurement concept of fractions and how task sequences can be developed to promote the necessary abstractions. Building particularly on the work of Steffe and colleagues and aspects of the Elkonin-Davydov curriculum, we focused on fostering student reinvention of a measurement concept of fractions. As a study of the Learning Through Activity research program, our goal was to promote particular activity on the part of the students through which they could abstract the necessary concepts.
Original language | English (US) |
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Pages (from-to) | 122-133 |
Number of pages | 12 |
Journal | Journal of Mathematical Behavior |
Volume | 52 |
DOIs | |
State | Published - Dec 2018 |
Keywords
- Fraction learning
- Guided reinvention
- Learning trajectory
- Mathematics learning
- Reflective abstraction
ASJC Scopus subject areas
- Education
- Applied Mathematics
- Mathematics (miscellaneous)