Students' conceptions of models of fractions and equivalence

Author(s)
Jigyel, K
Afamasaga-Fuata'i, Karoline
Publication Date
2007
Abstract
A solid understanding of equivalent fractions is considered a steppingstone towards a better understanding of operations with fractions. In this article, 55 rural Australian students' conceptions of equivalent fractions are presented. Data collected included students' responses to a short written test and follow-up interviews with three students from each year. This exploratory study found most participating Years 4, 6 and 8 students were familiar with geometric area models, particularly circles, and able to explain equivalent fractions when presented geometrically as area models but had difficulties when equivalents were presented numerically as a/b.
Citation
Australian Mathematics Teacher, 63(4), p. 17-25
ISSN
1839-4779
0045-0685
Link
Publisher
Australian Association of Mathematics Teachers Inc
Title
Students' conceptions of models of fractions and equivalence
Type of document
Journal Article
Entity Type
Publication

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