# Listening to children's explanations of fraction pair tasks: When more than an answer and an initial explanation are needed

Conference item

Mitchell, Annie and Horne, Marj. (2011). Listening to children's explanations of fraction pair tasks: When more than an answer and an initial explanation are needed. In J. Clark, B. Kissane and J. Mousley (Ed.).

*Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference.*Australia: AAMT and MERGA. pp. 515 - 522

Authors | Mitchell, Annie and Horne, Marj |
---|---|

Abstract | 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. |

Year | 2011 |

Publisher | AAMT and MERGA |

Web address (URL) | https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=1700 |

Open access | Open access |

Publisher's version | |

Page range | 515 - 522 |

Research Group | School of Education |

Place of publication | Australia |

Editors | J. Clark, B. Kissane and J. Mousley |

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https://acuresearchbank.acu.edu.au/item/89118/listening-to-children-s-explanations-of-fraction-pair-tasks-when-more-than-an-answer-and-an-initial-explanation-are-needed

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