Manipulatives, Affordance and the Learning of Fraction: The Twelfth Task = Matériel de Manipulation, Affordance et Apprentissage des Fractions: La Tâche Douzième [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Jeannotte, Doris; Corriveau, Claudia
Titel	Manipulatives, Affordance and the Learning of Fraction: The Twelfth Task = Matériel de Manipulation, Affordance et Apprentissage des Fractions: La Tâche Douzième [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Fractions; Instructional Materials; Mathematics Instruction; Teaching Methods; Learning Activities; Elementary School Students; Task Analysis; Decision Making; Instructional Design; Learning Theories; Learning Processes; Mathematical Concepts; Grade 4; Grade 5; Grade 6; Naming; Comparative Analysis + Suchen Sie Ihr Suchwort? Bruchrechnung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Aufgabenanalyse; Decision-making; Entscheidungsfindung; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning theory; Lerntheorie; Learning process; Lernprozess; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	This study investigates the use of manipulatives by elementary students working on a fraction task. Extending previous work on the role played by the manipulatives in students' activity, we aim at describing how the choices made for the task design disrupt students' activity, creating opportunities to learn. The theoretical underpinnings allow envisioning the students' activity through the concept of routine and the manipulatives through the concept of affordance. The analysis of the students' mathematical activity allows us to better understand how manipulatives can serve as breaching elements, leading students to modify their mathematical activity, and thus, creating opportunities to learn. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01