Peer reviewed
Download full textERIC Number: ED599908
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
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Exploring the Relationship between Explanations and Examples: Parity and Equivalent Fractions
Levenson, Esther S.
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014)
Examples and explanations are inherent elements of mathematics learning and teaching. This study explores the relationship between examples and explanations given for the same concept. Results indicated that for the concept of parity, fifth grade students offer different explanations for different examples. However, for the concept of equivalent fractions, algorithmic explanations were most preferred. [For the complete proceedings, see ED597799.]
Descriptors: Mathematics Instruction, Grade 5, Elementary School Mathematics, Fractions, Mathematical Logic, Models, Concept Formation, Mathematical Concepts, Teaching Methods
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
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Language: English
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