Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Learning about the numerator and denominator in teacher-designed lessons
Göteborgs universitet.
Jönköping University, School of Education and Communication, HLK, School Based Research, Mathematics Education Research.ORCID iD: 0000-0001-7556-7974
2013 (English)In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 25, no 4, 547-567 p.Article in journal (Refereed) Published
Abstract [en]

This study concerns pupils’ experience of unit and non-unit fractions of a discrete quantity during specially designed lessons. The aim was to explore pupils’ understanding of operations such as b/c of a in lessons where the teachers were aware of some pupils’ difficulties beforehand and what needed special attention. Five classes were involved in the study and 10 video-recorded lessons and written pre- and post-tests were analysed. Even though the lessons were designed for learning how to operate with both unit and non-unit fractions, we found that more pupils could solve items with unit fractions than with non-unit fractions. We found that few pupils in this study had difficulties with equal partitioning. Instead, it seemed difficult for some pupils to understand the role of the numerator and denominator and to differentiate between the amount of parts and the amount of objects in each part, and some pupils did not differentiate between the numbers of units and the amount of objects within a unit. This study identified some critical aspects that the pupils need to discern in order to learn how to operate with unit and non-unit fractions of a discrete quantity.

Place, publisher, year, edition, pages
2013. Vol. 25, no 4, 547-567 p.
Keyword [en]
Fractions, Mathematics, Learning, Teaching, Variation theory
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hj:diva-22842DOI: 10.1007/s13394-013-0080-9OAI: oai:DiVA.org:hj-22842DiVA: diva2:681176
Projects
Det andra steget
Funder
Swedish Research Council, 721-2006-2148
Available from: 2013-12-19 Created: 2013-12-19 Last updated: 2017-12-06Bibliographically approved

Open Access in DiVA

fulltext(1337 kB)219 downloads
File information
File name FULLTEXT01.pdfFile size 1337 kBChecksum SHA-512
fd9b4419459e6befc3f441ac6f98adebcf8993ddce916dcd1c113690b8938d3f215c27399d7185aeb37c37bba2dcd6072fa28c339ee7448d70289d505d6b6944
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Search in DiVA

By author/editor
Runesson, Ulla
By organisation
Mathematics Education Research
In the same journal
Mathematics Education Research Journal
Social Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 219 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 568 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf