id: 06034606
dt: j
an: 2012c.00414
au: Tillema, Erik; Hackenberg, Amy
ti: Developing systems of notation as a trace of reasoning.
so: Learn. Math. 31, No. 3, 29-35 (2011).
py: 2011
pu: FLM Publishing Association, c/o University of New Brunswick, Faculty of
Education, Fredericton, NB; Canadian mathematics education study group
- CMESG (Groupe Canadien d’étude en didactique des mathématiques -
GCEDM), [s. l.]
la: EN
cc: E43 C33 F43
ut: educational research; experiments; learning; teaching methods; mathematics
instruction; identification; critical thinking; cognitive processes;
science activities
ci:
li: http://flm-journal.org/index.php?do=details&lang=en&vol=31&num=3&pages=29-35
ab: Summary: In this paper, we engage in a thought experiment about how
students might notate their reasoning for composing fractions
multiplicatively (taking a fraction of a fraction and determining its
size in relation to the whole). In the thought experiment we
differentiate between two levels of a fraction composition scheme,
which have been identified in prior research, and discuss differences
in systems of notation that students might produce, depending on the
level of their scheme. We situate this discussion within a framework
for learning in order to articulate how developing systems of notation
with students can contribute to their learning. (ERIC)
rv: