Two Conceptions of Fraction Equivalence

Autor/inn/en	Pedersen, Pernille Ladegaard; Bjerre, Mette
Titel	Two Conceptions of Fraction Equivalence
Quelle	In: Educational Studies in Mathematics, 107 (2021) 1, S.135-157 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pedersen, Pernille Ladegaard) ORCID (Bjerre, Mette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10030-7
Schlagwörter	Fractions; Mathematical Concepts; Mathematics Instruction; Concept Formation; Teaching Methods + Suchen Sie Ihr Suchwort? Bruchrechnung; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this study, we present a mathematical analysis distinguishing two conceptions of equivalence: "proportional equivalence" and "unit equivalence." These two conceptions have distinct meanings in relation to equivalent fractions: one is grounded in proportionality, while the other is grounded in equal wholes. We argue that (a) the distinction of equivalence gives a unified framework of equal fractions that has not previously been described in the literature; (b) a conceptual understanding of both fraction equivalences is integral to understanding rational numbers; and (c) knowledge of both conceptions of equivalence is important for developing a conceptual understanding of fraction arithmetic. Past research has largely overlooked the distinction between the two types of equivalence. However, this may provide an important foundation for central topics that build on equivalence, and a better understanding of these two types of equivalence may support a more flexible understanding of fractions. Last, we propose future directions for teaching equivalence in mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01