Promoting a concept of fraction-as-measure: A study of the Learning Through Activity research program

Martin Simon, Nicora Placa, Arnon Avitzur, Melike Kara

Research output: Contribution to journalArticle

Abstract

Promoting deep understanding of fraction concepts continues to be a challenge for mathematics education. Research has demonstrated that students whose concept of fractions is limited to part-whole have difficulty with advanced fraction concepts. We conducted teaching experiments to study how students can develop a measurement concept of fractions and how task sequences can be developed to promote the necessary abstractions. Building particularly on the work of Steffe and colleagues and aspects of the Elkonin-Davydov curriculum, we focused on fostering student reinvention of a measurement concept of fractions. As a study of the Learning Through Activity research program, our goal was to promote particular activity on the part of the students through which they could abstract the necessary concepts.

Original languageEnglish (US)
JournalJournal of Mathematical Behavior
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

Learning
Students
Research
learning
Foster Home Care
Mathematics
student
Curriculum
Curricula
Teaching
Necessary
Education
Mathematics Education
abstraction
Concepts
Continue
mathematics
curriculum
Experiments
experiment

Keywords

  • Fraction learning
  • Guided reinvention
  • Learning trajectory
  • Mathematics learning
  • Reflective abstraction

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • Applied Mathematics

Cite this

Promoting a concept of fraction-as-measure : A study of the Learning Through Activity research program. / Simon, Martin; Placa, Nicora; Avitzur, Arnon; Kara, Melike.

In: Journal of Mathematical Behavior, 01.01.2018.

Research output: Contribution to journalArticle

@article{dce20f380fa44b6987e550ad8e1b67f5,
title = "Promoting a concept of fraction-as-measure: A study of the Learning Through Activity research program",
abstract = "Promoting deep understanding of fraction concepts continues to be a challenge for mathematics education. Research has demonstrated that students whose concept of fractions is limited to part-whole have difficulty with advanced fraction concepts. We conducted teaching experiments to study how students can develop a measurement concept of fractions and how task sequences can be developed to promote the necessary abstractions. Building particularly on the work of Steffe and colleagues and aspects of the Elkonin-Davydov curriculum, we focused on fostering student reinvention of a measurement concept of fractions. As a study of the Learning Through Activity research program, our goal was to promote particular activity on the part of the students through which they could abstract the necessary concepts.",
keywords = "Fraction learning, Guided reinvention, Learning trajectory, Mathematics learning, Reflective abstraction",
author = "Martin Simon and Nicora Placa and Arnon Avitzur and Melike Kara",
year = "2018",
month = "1",
day = "1",
doi = "10.1016/j.jmathb.2018.03.004",
language = "English (US)",
journal = "Journal of Mathematical Behavior",
issn = "0732-3123",
publisher = "Elsevier Inc.",

}

TY - JOUR

T1 - Promoting a concept of fraction-as-measure

T2 - A study of the Learning Through Activity research program

AU - Simon, Martin

AU - Placa, Nicora

AU - Avitzur, Arnon

AU - Kara, Melike

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Promoting deep understanding of fraction concepts continues to be a challenge for mathematics education. Research has demonstrated that students whose concept of fractions is limited to part-whole have difficulty with advanced fraction concepts. We conducted teaching experiments to study how students can develop a measurement concept of fractions and how task sequences can be developed to promote the necessary abstractions. Building particularly on the work of Steffe and colleagues and aspects of the Elkonin-Davydov curriculum, we focused on fostering student reinvention of a measurement concept of fractions. As a study of the Learning Through Activity research program, our goal was to promote particular activity on the part of the students through which they could abstract the necessary concepts.

AB - Promoting deep understanding of fraction concepts continues to be a challenge for mathematics education. Research has demonstrated that students whose concept of fractions is limited to part-whole have difficulty with advanced fraction concepts. We conducted teaching experiments to study how students can develop a measurement concept of fractions and how task sequences can be developed to promote the necessary abstractions. Building particularly on the work of Steffe and colleagues and aspects of the Elkonin-Davydov curriculum, we focused on fostering student reinvention of a measurement concept of fractions. As a study of the Learning Through Activity research program, our goal was to promote particular activity on the part of the students through which they could abstract the necessary concepts.

KW - Fraction learning

KW - Guided reinvention

KW - Learning trajectory

KW - Mathematics learning

KW - Reflective abstraction

UR - http://www.scopus.com/inward/record.url?scp=85047763032&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85047763032&partnerID=8YFLogxK

U2 - 10.1016/j.jmathb.2018.03.004

DO - 10.1016/j.jmathb.2018.03.004

M3 - Article

AN - SCOPUS:85047763032

JO - Journal of Mathematical Behavior

JF - Journal of Mathematical Behavior

SN - 0732-3123

ER -