Literaturnachweis - Detailanzeige
| Autor/inn/en | Bruce, Catherine D.; Flynn, Tara; Yearley, Shelley; Hawes, Zachary |
|---|---|
| Titel | Leveraging Number Lines and Unit Fractions to Build Student Understanding: Insights from a Mixed Methods Study |
| Quelle | In: Canadian Journal of Science, Mathematics and Technology Education, 23 (2023) 2, S.322-339 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bruce, Catherine D.) ORCID (Hawes, Zachary) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1492-6156 |
| DOI | 10.1007/s42330-023-00278-x |
| Schlagwörter | Fractions; Number Concepts; Spatial Ability; Thinking Skills; Mathematics Instruction; Teaching Methods; Elementary School Students; Secondary School Students; Foreign Countries; Best Practices; Canada |
| Abstract | Fractions remain a challenging area of school mathematics at every stage of education, with impacts that extend far beyond the school years. For this study, researchers engaged in classroom-based design research over a 6-year period to investigate effective strategies for teaching fractions with Canadian students. Participants included 86 teachers (representing 12 collaborative research teams spread across 8 school boards) and over 2000 students from Grades 3-10. Quantitative analyses revealed significant pre-post gains in students' fraction knowledge. Qualitative findings revealed some best practices in fractions instruction, including the importance of focusing on unit fractions and number lines to facilitate student sense-making. These findings lead to a detailed discussion of the benefits of (1) focusing on unit fractions as a central construct that allows students to meaningfully work with fractions and make connections across ideas of increasing complexity; (2) leveraging powerful representations as objects-to-think-with that combine concrete and abstract thinking about fractions; and (3) using a design research methodology in the context of collaborative work with teachers. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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