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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.

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