Work

Illustrating short-term expansions in children’s thinking about fractions

Year: 2025

Type: conference-paper

Abstract: Evidence shows the teaching and learning of fractions to be particularly challenging. Despite an extensive research base, the extended time needed to develop fraction sense makes it difficult for teachers to have appropriate expectations for student learning in the shorter term. This paper reports on data arising from an ongoing partnership project which employed a fraction intervention in two classes. We illustrate one child’s expanded fraction reasoning by drawing on the learner-generated examples apparent in pre- and post-intervention interview data. This data shows a greater command of formal fraction language, a greater willingness to use diagrams to support reasoning and explanations, and a more competent and nuanced approach to the use of fraction procedures.

Source: Dublin City University Open Access Institutional Repository (Dublin City University)

Authors: Venkat, Hamsa, Nic Mhuirí, Siún, Neary, Patrick, O'Toole, Jane, Travers, Deirbhile

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W7119569527

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