id: 06434954
dt: j
an: 2015c.00603
au: Moyer-Packenham, Patricia S.; Bolyard, Johnna J.; Tucker, Stephen I.
ti: Second-graders’ mathematical practices for solving fraction tasks.
so: Investig. Math. Learn. 7, No. 1, 54-81 (2014).
py: 2014
pu: Research Council on Mathematics Learning (RCML), Memphis, TN; Taylor \&
Francis (Routledge), Philadelphia, PA
la: EN
cc: F42 C32 D52
ut: children’s mathematical practices; rational number concepts; fraction
tasks
ci:
li:
ab: Summary: Recently, over 40 states in the United States adopted the common
core state standards for mathematics (CCSSM) which include standards
for content and eight standards for mathematical practices. The purpose
of this study was to better understand the nature of young children’s
mathematical practices through an exploratory examination of the
practices of a group of second-grade students engaged in several
mathematical tasks focused on rational number concepts. Twenty-five
second-grade students completed three fraction tasks in structured
clinical interviews. The interviews and student work were analyzed
using an interpretational analysis to examine the data for constructs,
themes, and patterns that were useful in explaining children’s
mathematical practices. The results reveal that children used a variety
of mathematical practices during the interviews to respond to the
mathematical problems presented. Children’s mathematical practices
were both a product that they used to solve the mathematical
situations, and a process that was developing during the interactions
of the interview. The findings lead to new insights about how
mathematical practices develop and what promotes their development.
rv: