Promoting a concept of fraction-as-measure: A study of the Learning Through Activity research program

Martin A. Simon, Nicora Placa, Arnon Avitzur, Melike Kara

Research output: Contribution to journalArticle

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 languageEnglish (US)
Pages (from-to)122-133
Number of pages12
JournalJournal of Mathematical Behavior
Volume52
DOIs
StatePublished - Dec 2018

Keywords

  • Fraction learning
  • Guided reinvention
  • Learning trajectory
  • Mathematics learning
  • Reflective abstraction

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • Applied Mathematics

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