id: 06643705
dt: a
an: 2016f.00910
au: Mamede, Ema
ti: Exploring young children’s reasoning and naming of fractions.
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). 78-83
(2016).
py: 2016
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: F42 C32
ut: educational research; primary education; teaching experiments; fractions;
approach; part-whole situations; quotient situations; operator
situations; reasoning; naming of fractions; transfer of learning;
performance improvement
ci:
li: http://www.bsrlm.org.uk/IPs/ip35-3/BSRLM-IP-35-3-14.pdf
ab: Summary: This study investigates the effects of a teaching intervention on
children’s reasoning and naming of fractions in quotient, part-whole
and operator situations. A pre-test, intervention and post-test design
was used with 37 six-to seven-year-olds from primary schools in Braga,
Portugal. The children had not been taught about fractions in school.
Reasoning and labelling questions were presented in the three
situations in the pre-and post-test. During teaching, each intervention
group learned about fractions in only one of the three situations.
Children who were taught in the quotient situation made significant
progress in the reasoning and naming fractions, but did not transfer
this learning to the other situations. Children taught in the
part-whole or in the operator situations only learned how to label
fractions, showing no progress on reasoning items. However, they used
the labels in both part-whole and operator items. Thus these situations
affect differently children’s understanding of fractions.
rv: