Skip to main navigation menu Skip to main content Skip to site footer
Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 25 No. 3 (2022): November

CONSTRUCTION OF THE FRACTION CONCEPT FROM A MEASUREMENT PERSPECTIVE: CONTRIBUTIONS OF THE 4A INSTRUCTIONAL MODEL

DOI
https://doi.org/10.12802/relime.22.2531
Submitted
June 20, 2023
Published
2022-11-30

Abstract

Researches reveals that the robust understanding of fractions shapes students’ future mathematics performance and that
their fraction knowledge may depend on how it is taught. Researchers report that teaching fractions from a measuring perspective can promote students’ conceptual understandings. We investigate this hypothesis with brazilian elementary school students and use the pedagogical approach, 4A Instructional Model. Results reveal that the students demonstrated conceptual knowledge about the magnitude comparison of fractions and the construction of equivalence of fractions. They were able evoke mental images of this content and write competently mathematical expressions of fraction magnitude comparisons. Further research is needed to
investigate how the measuring perspective taught through the 4A Instructional Model influences students’ understanding
about the arithmetic operations of fractions.

References

  1. Aytekin, C. (2020). Development of fraction concepts in children. Em O. Zahal (Ed.), Academic Studies Educational Sciences – II (pp. 21-48). Gece Kitapligi.
  2. Ball, D. (1990). Prospective elementary and secondary teachers’ understanding of division. Journal for Research in Mathematics Education, 21(2), 132–144. https://doi.org/10.2307/749140
  3. Booth, J. e Newton, K. (2012). Fractions: Could they really be the gatekeeper’s doorman? Contemporary Educational Psychology, 37(4), 247-253. https://doi.org/10.1016/j.cedpsych.2012.07.001
  4. Brousseau, G. (1983). Les obstacles épistémologiques et les problèmes en mathématique. Recherches en Didactique des Mathématiques, 4(2), 165-198. https://hal.science/file/index/docid/550256/filename/Brousseau_1976_obstacles_et_problemes.pdf
  5. Caraça, B. (1951). Conceitos Fundamentais da Matemática. Tipografia Matemática.
  6. Christou, K. (2015). Natural number bias in operations with missing numbers. ZDM Mathematics Education, 47, 747-758. https://doi.org/10.1007/s11858-015-0675-6
  7. Gattegno, C. (1970). What we owe children: The subordination of teaching to learning. Avon.
  8. Kerslake, D. (1986). Fractions: A report of the strategies and errors in secondary mathematics project. Eric.
  9. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Lawrence Erlbaum Associates.
  10. Mack, N. (1993). Learning rational numbers with understanding: the case of informal knowledge. Em T. Carpenter, E. Fennema, e T. Romberg (Eds.), Rational numbers: an integration of research (pp. 85-105). Lawrence Erlbaum. https://doi.org/10.4324/9780203052624
  11. Mack, N. (1995). Confounding whole-number and fraction concepts when building on informal knowledge. Journal for Research Mathematics Education, 26, 422–441. https://doi.org/10.2307/749431
  12. McMullen, J., Laakkonen, E., Hannula-Sormunen, M. M. e Lehtinen, E. (2015). Modeling the developmental trajectories of rational number concept(s). Learning and Instruction, 37, 14–20. https://doi.org/10.1016/j.learninstruc.2013.12.004
  13. National Mathematics Advisory Panel [NMAP] (2008). Foundations for success: Final report of the national mathematics advisory panel. US Department of Education.
  14. Newton, K. (2008). An extensive analysis of pre-service elementary teachers: Knowledge of fractions. American Educational Research Journal, 45(4), 1080–1110. https://doi.org/10.3102/0002831208320851
  15. Ni, Y. (2001). Semantic domains of rational numbers and the acquisition of fraction equivalence. Contemporary Educational Psychology, 26, 400–417. https://doi.org/10.1006/ceps.2000.1072
  16. Ni, Y. e Zhou, Y-D. (2005). Teaching and learning fraction and rational numbers: The origins and implications of whole number bias. Educational Psychology, 40, 27–52. https://doi.org/10.1207/s15326985ep4001_3
  17. Nunes, T. e Bryant, P. (2008). Understanding rational numbers and intensive quantities. Em Key understanding in mathematics learning (pp. 1-31). Nuffield Foundation. https://www.nuffieldfoundation.org/wp-content/uploads/2020/03/P3.pdf

Downloads

Download data is not yet available.

Similar Articles

<< < 13 14 15 16 17 18 

You may also start an advanced similarity search for this article.