Publication Date

2011

Abstract

Research has shown that children can offer the right answer but have mathematically incorrect reasoning (Clements & Ellerton, 2005). One-to-one task-based interviews enabled the researchers to engage in observational listening (Empson & Jacobs, 2008) and uncover the mathematical strategies used by Grade 6 students in fraction pair tasks. Some students’ answers and initial explanations were similar, but different strategies were revealed by further questioning: the correct strategy of benchmarking or the misconception of gap thinking.

Document Type

Open Access Conference Paper

Access Rights

Open Access

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Education Commons

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