An Alternative Starting Point for Fraction Instruction

Autor/inn/en	Cortina, José Luis; Višnovská, Jana; Zúñiga, Claudia
Titel	An Alternative Starting Point for Fraction Instruction
Quelle	In: International Journal for Mathematics Teaching and Learning, (2015), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Foreign Countries; Mathematics Instruction; Fractions; Interviews; Grade 3; Elementary School Students; Educational Objectives; Mathematical Concepts; Thinking Skills; Prior Learning; Mexico + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Bruchrechnung; Interviewing; Interviewtechnik; School year 03; 3. Schuljahr; Schuljahr 03; Educational objective; Bildungsziel; Erziehungsziel; Denkfähigkeit; Vorkenntnisse; Mexiko
Abstract	We analyze the results of a study conducted for the purpose of assessing the viability of an alternative starting point for teaching fractions. The alternative is based on Freudenthal's insights about fraction as comparison. It involves portraying the entities that unit fractions quantify as always being apart from the reference unit, instead of as parts of an equally divided whole. The study consisted of interviewing 16 third-grade students on a series of fraction tasks that embody the proposed alternative starting point. The analysis supports regarding the proposed starting point as viable. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.plymouth.ac.uk/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01