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

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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
AuthorsMitchell, 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.

KeywordsEducation Assessment and Evaluation;--Primary education
Year2004
PublisherJames Cook University
Web address (URL)http://www.merga.net.au/documents/RP432004.pdf
Open accessOpen access
Publisher's version
Page range367 - 373
ISBN1920846042
Research GroupSchool of Education
Place of publicationTownsville,Australia
EditorsIan Putt, Rhonda Farragher and Mal McLean
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