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Characterizing Reasoning about Fraction Arithmetic of Middle Grades Teachers in Three Latent Classes
Peer reviewed
Direct linkÖlmez, Ibrahim Burak; Izsák, Andrew – Mathematical Thinking and Learning: An International Journal, 2021
We analyzed item responses provided by a nationwide sample of 990 in-service U.S. middle grades mathematics teachers to a novel survey focused on fraction arithmetic. The survey targeted four components of reasoning in terms of measured quantities: "Referent units," "Reversibility," "Partitioning and iterating," and…
Descriptors: Fractions, Arithmetic, Mathematics Instruction, Teaching Methods
González-Forte, Juan Manuel; Fernández, Ceneida; Van Hoof, Jo; Van Dooren, Wim – Mathematical Thinking and Learning: An International Journal, 2022
Students often show difficulties in understanding rational numbers. Often, these are related to the natural number bias, that is, the tendency to apply the properties of natural numbers to rational number tasks. Although this phenomenon has received a lot of research interest over the last two decades, research on the existence of qualitatively…
Descriptors: Mathematics Instruction, Teaching Methods, Case Studies, Arithmetic
Hohensee, Charles; Jansen, Amanda – Mathematical Thinking and Learning: An International Journal, 2017
An understanding of partitive division is foundational for numerous other mathematics topics, including unit rate, slope, and probability. However, research has shown that learners tend to have a limited understanding of partitive division when the divisor is a proper fraction. To extend research on conceptions of partitive division in this study,…
Descriptors: Preservice Teachers, Elementary School Teachers, Elementary School Mathematics, Mathematics Instruction
