Publication Date

2008

Abstract

The performance of 29 Grade 6 children on eight number line tasks is descriptively analysed with regard to three types of misconceptions. The first is conceptual; over-generalised part-whole unit-forming. The other two are semiotic misreadings of inscriptions, namely counting lines and decimalising. Success on these number line tasks, possible examples of the measure sub-construct of fractions, is descriptively compared to the children’s performance on tasks assessing conservation and the additivity concept of length measurement, and on multiplication and division items.

Document Type

Open Access Conference Paper

Access Rights

Open Access

Share

COinS