Middle-Grade Teachers’ Reasoning with Fraction Division Tasks

This study provides a fine-grained analysis of teachers’ reasoning as they engage in quotitive fraction division tasks. In particular, this qualitative analysis considers the mathematical knowledge that six middle-grade teachers used in a professional development program and interviews. In all of th...

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Bibliographic Details
Published inJournal of Educational Research in Mathematics Vol. 30; no. S; pp. 153 - 168
Main Author Lee, Soo Jin
Format Journal Article
LanguageEnglish
Published Korea Society of Educational Studies in Mathematics 01.08.2020
대한수학교육학회
Subjects
fraction division
mathematical knowledge for teaching
partitioning operations
reasoning with quantitative units
교육학
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Summary:This study provides a fine-grained analysis of teachers’ reasoning as they engage in quotitive fraction division tasks. In particular, this qualitative analysis considers the mathematical knowledge that six middle-grade teachers used in a professional development program and interviews. In all of the items, fraction division situations were approached through linear or area models. Analysis focused on three knowledge components with which teachers associated in reasoning fraction division tasks: partitioning operations, reasoning with quantitative units (referent units and levels of units), and interpretations of numerical expressions of division.
ISSN:2288-7733
2288-8357
DOI:10.29275/jerm.2020.08.sp.1.153