There are more than part-whole strategies at work in understanding non-equal-parts fraction-area-models
Mitchell, A. & Horne, M. (2009). There are more than part-whole strategies at work in understanding non-equal-parts fraction-area-models. (1), R. Hunter, B. Bicknell, T. Burgess. 371-378. Palmerston North, New Zealand: Mathematics Education Research Group of Australasia. Retrieved from http://www.merga.net.au/documents/Mitchell_RP09.pdf
In this study, 88 Grade 6 students’ responses to three part-whole tasks are analysed in terms of Kieren’s (1988, 1993) four-part model for fractions- measure, quotient, operator, and ratio. Using data from interviews, their strategies were also analysed using traditional part-whole explanations, including identifying the count-and-match misconception which was found to have distinct variations.
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