Teaching Fractions in Elementary School: An Observational Study

Autor/inn/en	Van Steenbrugge, Hendrik; Remillard, Janine; Verschaffel, Lieven; Valcke, Martin; Desoete, Annemie
Titel	Teaching Fractions in Elementary School: An Observational Study
Quelle	In: Elementary School Journal, 116 (2015) 1, S.49-75 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/683111
Schlagwörter	Elementary School Mathematics; Mathematics Instruction; Teaching Methods; Grade 4; Mathematical Concepts; Video Technology; Foreign Countries; Observation; Lesson Plans; Coding; Problem Solving; Concept Formation; Large Group Instruction; Individualized Instruction; Belgium + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Beobachtung; Lesson planning; Unterrichtsplanung; Codierung; Programmierung; Problemlösen; Concept learning; Begriffsbildung; Individualisierender Unterricht; Belgien
Abstract	This research analyzed how fractions are taught in the fourth grade of elementary school in Flanders. Analysis centered on the presence of five features of instruction recommended by research on teaching and learning fractions (i.e., multiple solution pathways, linking representations, estimation and justification of the solution, collaboration, embedment in a realistic context). Our sample consisted of 88 instructional episodes that were selected out of 24 videotaped lessons and the corresponding lessons in the teacher's guide. Analysis related to instruction as described in the teacher's guide, instruction during the whole group phase of teaching, and instruction during the individual practice phase of teaching. The study revealed (1) that the observed lessons reflected to a limited extend the recommended instructional features and (2) factors that contributed to a departure from these recommendations. This research is situated in the domain of teaching and learning fractions and within the broader domain of curriculum implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01