# When is three quarters not three quarters? Listening for conceptual understanding in children's explanations in a fraction interview

Conference item

Mitchell, Annie and Clarke, Doug. (2004). When is three quarters not three quarters? Listening for conceptual understanding in children's explanations in a fraction interview. In Ian Putt, Rhonda Farragher and Mal McLean (Ed.).

*Mathematics Education for the third millennium: Towards 2010, Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia.*Townsville,Australia: James Cook University. pp. 367 - 373

Authors | Mitchell, Annie and Clarke, Doug |
---|---|

Abstract | Twelve students across Grades 2 to 6 were interviewed individually using a range of tasks, where the mathematical focus was a conceptual understanding of fractions. Careful listening established that despite giving a correct answer and appearing to have conceptual understanding, further probing sometimes revealed that the child had only a faulty procedural understanding. Similarly, success on one task did not guarantee success on a different but related task. Conversely, a task involving a continuous quantity enabled a child to move between discrete and continuous interpretations of fractional parts. This study supported the claimed advantages of one-to-one interviews over pen and paper tests, but also highlighted the importance of careful listening and the need for multiple tasks in the one mathematical domain in eliciting understanding. |

Keywords | Education Assessment and Evaluation;--Primary education |

Year | 2004 |

Publisher | James Cook University |

Web address (URL) | http://www.merga.net.au/documents/RP432004.pdf |

Open access | Open access |

Publisher's version | |

Page range | 367 - 373 |

ISBN | 1920846042 |

Research Group | School of Education |

Place of publication | Townsville,Australia |

Editors | Ian Putt, Rhonda Farragher and Mal McLean |

https://acuresearchbank.acu.edu.au/item/87452/when-is-three-quarters-not-three-quarters-listening-for-conceptual-understanding-in-children-s-explanations-in-a-fraction-interview

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