Mitchell, A. & Horne, M. (2011). Listening to children's explanations of fraction pair tasks: When more than an answer and an initial explanation are needed. J. Clark, B. Kissane, J. Mousley. 515-522. Australia: AAMT and MERGA.
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.
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