| Autor: |
Alqahtani, Muteb M., Powell, Arthur B. |
| Předmět: |
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| Zdroj: |
Conference Papers -- Psychology of Mathematics & Education of North America; 11/15/2018, p484-487, 4p |
| Abstrakt: |
Learning fractions has been one of the challenges that mathematics educators face for few decades. Theoretical and empirical revisions of our common practices of teaching fractions are needed. This study investigates how re-examining fractions from a measurement perspective influences pre-service teachers' (PSTs) interpretations of fractions. Sixty-seven PSTs engaged in re-examining fractions from a measurement perspective during a 15-week semester. They also completed pre- and post-tests that assess their interpretations of fractions represented in discrete and continuous models. Findings show statistically significant increase in PSTs' scores on the post-test, specifically on questions that used continuous models. This study shifts investigating fractions learning from an exclusive focus on the partitioning perspective to the measurement approach and highlights its affordances. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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