Teacher and Students' Joint Production of a Reversible Fraction Conception [electronic resource] / Ron Tzur.
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 proce...
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| Format: | Electronic eBook |
| Language: | English |
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2003.
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MARC
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| 245 | 1 | 0 | |a Teacher and Students' Joint Production of a Reversible Fraction Conception |h [electronic resource] / |c Ron Tzur. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2003. | ||
| 300 | |a 8 pages. | ||
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| 500 | |a Availability: 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. |5 ericd. | ||
| 500 | |a Abstractor: Author. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 500 | |a Educational level discussed: Grade 4. | ||
| 516 | |a Text (Reports, Descriptive) | ||
| 516 | |a Text (Speeches/Meeting Papers) | ||
| 520 | |a 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.] | ||
| 524 | |a International Group for the Psychology of Mathematics Education, 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. |2 ericd. | ||
| 650 | 0 | 7 | |a Constructivism (Learning) |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Grade 4. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Mathematics. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Students. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Mathematical Concepts. |2 ericd. |
| 650 | 0 | 7 | |a Mathematical Logic. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Role. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 0 | 7 | |a Problem Solving. |2 ericd. |
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