@article {MATHEDUC.06514432,
author = {Hackenberg, Amy J. and Lee, Mi Yeon},
title = {Relationships between students' fractional knowledge and equation writing.},
year = {2015},
journal = {Journal for Research in Mathematics Education},
volume = {46},
number = {2},
issn = {0021-8251},
pages = {196-243},
publisher = {National Council of Teachers of Mathematics (NCTM), Reston, VA},
abstract = {Summary: 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.},
msc2010 = {H33xx (F43xx E53xx)},
identifier = {2016a.00700},
}