As part of individual interviews incorporating whole number and rational number tasks, 323 grade 6 children in Victoria, Australia were asked to nominate the larger of two fractions for eight pairs, giving reasons for their choice. All tasks were expected to be undertaken mentally. The relative difficulty of the pairs was found to be close to that predicted, with the exception of fractions with the same numerators and different denominators, which proved surprisingly difficult. Students who demonstrated the greatest success were likely to use benchmark (transitive) and residual thinking. It is hypothesised that the methods of these successful students could form the basis of instructional approaches which may yield the kind of connected understanding promoted in various curriculum documents and required for the development of proportional reasoning in later years.
- How nice! Actually, I thought it might be you when I heard your name, Raymond (@MathEdnet)! We should talk tomorrow :-) 2 months ago
- Enjoyed rehearsing rehearsals at #Novemberkonferansen with @ekazemi today! Choral counting has a lot to it! 5 months ago
- J. Skott: «Generic example of generic proofs is Gauss: 1+2+3...+100=?» #Novemberkonferansen #playonwords 5 months ago
- Next up at #Novemberkonferansen is Jeppe Skott, who talks about Goldilocks, mathematical reasoning and proof. Nice combination :-) 5 months ago
- Listening to a very nice lecture on the importance of maths by Chris Budd ( people.bath.ac.uk/mascjb/) at #Novemberkonferansen 5 months ago