id: 06568697
dt: a
an: 2016c.01061
au: Hansen, Alice; Mavrikis, Manolis; Holmes, Wayne; Geraniou, Eirini
ti: Designing interactive representations for learning fraction equivalence.
so: Amado, Nélia (ed.) et al., Proceedings of the 12th international
conference on technology in mathematics teaching, ICTMT 12. Faro:
University of Algarve (ISBN 978-989-8472-68-7). 403-410 (2015).
py: 2015
pu: Faro: University of Algarve
la: EN
cc: U72 U73 F42 F43
ut: equivalent fractions; exploratory learning environments; design;
partitioning; fraction representations
ci:
li:
ab: Summary: This paper describes a study that investigated the use of a tool
in an exploratory learning environment (ELE) designed to support
students’ understanding of equivalent fractions. The study, part of a
larger project, involved 67 9‒11 year old students in England. It
addressed the question: How does a partitioning tool support
students’ conceptual understanding of equivalence? Data were
collected through observations, students’ written work in an
equivalence task, and a written self-reflection on learning at the end
of their time in the ELE. Results showed that using the partitioning
tool with an area representation was instrumental in challenging some
students’ preconceived ideas about equivalent fractions and that the
students were able to develop situated abstractions about fraction
equivalence.
rv: