Relationships between Students' Fractional Knowledge and Equation Writing

Autor/inn/en	Hackenberg, Amy J.; Lee, Mi Yeon
Titel	Relationships between Students' Fractional Knowledge and Equation Writing
Quelle	In: Journal for Research in Mathematics Education, 46 (2015) 2, S.196-243 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Secondary School Mathematics; Equations (Mathematics); Mathematics Skills; Multiplication; Mathematical Concepts; Algebra; Mathematical Logic; Interviews; Qualitative Research; Problem Solving; Middle School Students; High School Students; Video Technology + Suchen Sie Ihr Suchwort? Equations; Mathematics; Gleichungslehre; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Multiplikation; Mathematical logics; Mathematische Logik; Interviewing; Interviewtechnik; Qualitative Forschung; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	To understand relationships between students' fractional knowledge and algebraic reasoning in the domain of equation writing, an interview study was conducted with 12 secondary school students, 6 students operating with each of 2 different multiplicative concepts. These concepts are based on how students coordinate composite units. Students participated in two 45-minute interviews and completed a written fractions assessment. Students operating with the second multiplicative concept had not constructed fractional numbers, but students operating with the third multiplicative concept had; students operating with the second multiplicative concept represented multiplicatively related unknowns in qualitatively different ways than students operating with the third multiplicative concept. A facilitative link is proposed between the construction of fractional numbers and how students represent multiplicatively related unknowns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01