ERIC Number: EJ1406112
Record Type: Journal
Publication Date: 2024
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1098-6065
EISSN: EISSN-1532-7833
Available Date: N/A
Elementary Students' Fraction Reasoning: A Measurement Approach to Fractions in a Dynamic Environment
Mathematical Thinking and Learning: An International Journal, v26 n1 p20-46 2024
In this study, we examine students' mathematical reasoning within a technological environment designed to support understanding of relationships between quantities with adjustable measuring units. In particular, we provide a cross-sectional snapshot of how 30 elementary students (Grades 3-5) engaged in a series of fraction-as-measurement tasks using a "Dynamic Ruler" that could continuously dilate unit sizes. Screencast recordings were collected from a task-based clinical interview and analyzed to investigate children's mathematical actions and mathematical ideas. Students' reasoning patterns were characterized using four distinct types (low attending, holistic estimating, determining, and commeasuring) based on their solution strategies. Findings suggest that the Dynamic Ruler tool can elicit rich conceptions of fractions and even prompt novel approaches such as commeasurement. We conclude by drawing insights into how elementary students might use dynamic technology meaningfully.
Descriptors: Elementary School Students, Mathematical Logic, Grade 3, Grade 4, Grade 5, Fractions, Educational Technology, Measurement, Mathematical Concepts, Concept Formation, Computer Software
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 3; Primary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A