This paper reports an intervention study in the teaching of fraction concepts at a village school in Hong Kong. The classes consisted of 60 Grade three students with different cultural backgrounds, including African, Chinese, Filipino, Korean, Nepalese, and Pakistani. The study represents one of the relatively few studies that investigate the…

International comparisons of languages have shown how mathematical concepts can be expressed and conceptualised in different languages. For multilingual students, these findings raise the question of how the interplay of languages and conceptualisations shape multilingual learning processes. This paper presents an investigation of case studies of…

In this study, we considered how middle school teachers understood the relationship between fractions and ratios. We used two instruments to collect data from 11 teachers and relied on Knowledge in Pieces as a lens for considering understandings teachers have and how coherent those understandings are. From our analysis, we developed three main…

Documenting how students with learning disabilities (LD) initially conceive of fractional quantities, and how their understandings may align with or differ from students with mathematics difficulties, is necessary to guide development of assessments and interventions that attach to unique ways of thinking or inherent difficulties these students…