id: 06643694
dt: a
an: 2016f.00919
au: Barichello, Leonardo
ti: Possible parallels between visual representations and informal knowledge.
so: Adams, G. (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day
conference, University of Reading, UK, November 7, 2015. London:
British Society for Research into Learning Mathematics (BSRLM). 13-18
(2016).
py: 2016
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: F43 C33
ut: educational research; pilot study; fractions; teaching; visual
representations; low achieving students; informal knowledge; lower
secondary; classroom observations; diagrammatic reasoning; fraction
addition; fraction subtraction; fraction multiplication; conceptual
understanding; learning
ci:
li: http://www.bsrlm.org.uk/IPs/ip35-3/BSRLM-IP-35-3-03.pdf
ab: Summary: This paper is based on a case from the pilot of my PhD research
project with a group of secondary students. I will argue that visual
representations can work as a basis for reasoning about addition of
fractions for low achieving students, similarly to what was shown by
Nancy Mack regarding informal knowledge for multiplication of
fractions.
rv: