Beth L. MacDonald , Allison M. Kroesch , Neet Priya Bajwa , Jeffrey Barrett , Jessica H. Hunt , Jennifer Tobias
{"title":"Whole number and fraction reorganization of knowledge: A case of Dalton and Angela, two third grade children with intensive supports in mathematics","authors":"Beth L. MacDonald , Allison M. Kroesch , Neet Priya Bajwa , Jeffrey Barrett , Jessica H. Hunt , Jennifer Tobias","doi":"10.1016/j.jmathb.2024.101212","DOIUrl":null,"url":null,"abstract":"<div><div>We examined how whole number knowledge and fraction knowledge may interact, conducting task-based interviews with two third-grade children with ISM.<span><span><sup>2</sup></span></span> Results indicate that these two children with ISM developed fraction knowledge through meaningful activity involving their whole number schemes and their rudimentary fraction knowledge; the participants leveraged their number sequences, use of doubles, partitioning operations, and iterating operations to construct fraction task solutions. Questions remain regarding how children with ISM may use and develop nuanced forms of iteration and partitioning for both their whole number and fraction learning over longer spans of time and how these forms of development may suggest varying forms of participatory and anticipatory stages of reasoning.</div></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":"77 ","pages":"Article 101212"},"PeriodicalIF":1.0000,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematical Behavior","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0732312324000890","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
We examined how whole number knowledge and fraction knowledge may interact, conducting task-based interviews with two third-grade children with ISM.2 Results indicate that these two children with ISM developed fraction knowledge through meaningful activity involving their whole number schemes and their rudimentary fraction knowledge; the participants leveraged their number sequences, use of doubles, partitioning operations, and iterating operations to construct fraction task solutions. Questions remain regarding how children with ISM may use and develop nuanced forms of iteration and partitioning for both their whole number and fraction learning over longer spans of time and how these forms of development may suggest varying forms of participatory and anticipatory stages of reasoning.
期刊介绍：
The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
