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|Title:||Extending and refining models for thinking about division of fractions|
Schorr, Roberta Y.
Warner, Lisa B.
|Publisher:||North American Chapter of the International Group for the Psychology of Mathematics Education|
|Citation:||Bulgar, S., Schorr, R.Y. & Warner, L.B. (2004). Extending and refining models for thinking about division of fractions. In D. McDougall & J.A. Ross (Eds.), Proceedings of the twenty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: Building Connections Between Communities Toronto, Ontario, 2, 537-545.|
|Abstract:||Many students experience great difficulty when studying topics related to fractions, especially division of fractions. One explanation for this may be that learning how to divide fractions is often taught devoid of meaning. The lack of sense making in carrying out algorithms without making connections to concrete or other types of representations contributes to the inability of students to use previously taught algorithms to solve new problems, especially after long periods of time have elapsed. In this paper we explore the flexibility and durability of knowledge that students acquire when they study this topic in a way that encourages understanding.|
|Description:||This paper was presented at the Twenty-Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.|
|Appears in Collections:||Education|
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|Attachment R8.W-pmena-Bulgar, Schorr and WarnerFINALa-Doc.pdf||paper||220.11 kB||Adobe PDF|
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