Teacher and Students' Joint Production of a Reversible Fraction Conception [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p315-322.

Autor/in	Tzur, Ron
Titel	Teacher and Students' Joint Production of a Reversible Fraction Conception [Konferenzbericht] Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p315-322.
Quelle	4 (2003), S.315-322 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Constructivism (Learning); Mathematics Instruction; Grade 4; Elementary School Mathematics; Elementary School Students; Elementary School Teachers; Mathematical Concepts; Mathematical Logic; Teacher Role; Teaching Methods; Problem Solving + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematical logics; Mathematische Logik; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen
Abstract	Within an elaborated social-constructivist perspective, I conducted a teaching experiment with two fourth graders to study how a teacher and students can jointly produce the content-specific reversible fraction conception. Ongoing and retrospective analysis of the data revealed the non-trivial process by which students can abstract multiplicative reasoning about fractions without using the activity of splitting. The study contributes to the psychology of mathematics education by articulating a culminating advance in a developmental sequence of iteration-based fraction conceptions and the teacher's role in fostering such an advance in students. (Contains 1 figure.) [For complete proceedings, see ED500860.] (Author).
Anmerkungen	International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10