Fraction Operation Algorithmic Thinking: Leveraging Students' Use of Equivalence as a Tool [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).

Autor/inn/en	Johanning, Debra I.; Shockey, Kimberly S.
Titel	Fraction Operation Algorithmic Thinking: Leveraging Students' Use of Equivalence as a Tool [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (34th, Kalamazoo, MI, Nov 1-4, 2012).
Quelle	(2012), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Fractions; Mathematics Instruction; Thinking Skills; Qualitative Research; Numbers; Teaching Methods; Grade 6; Mathematics Activities; Addition; Subtraction; Multiplication; Arithmetic; Middle School Teachers; Middle School Students; Mathematics Teachers + Suchen Sie Ihr Suchwort? Bruchrechnung; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Qualitative Forschung; Zahlenraum; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Subtraktion; Multiplikation; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Mathematics; Mathematik
Abstract	The data used for the qualitative analysis reported here were generated as part of a larger study to understand and characterize teacher practice related to engaging students in algorithmic thinking associated with the fraction operations of addition, subtraction, multiplication and division. This paper presents ways in which teachers used students' emergent ideas to leverage the use of equivalence as a tool, rather than a procedure, to support students as they work to develop algorithms for operating with fractions. [For the complete proceedings, see ED584829.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01