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

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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
AuthorsMitchell, 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.

Year2011
PublisherAAMT and MERGA
Web address (URL)https://www.merga.net.au/publications/counter.php?pub=pub_conf&id=1700
Open accessOpen access
Publisher's version
Page range515 - 522
Research GroupSchool of Education
Place of publicationAustralia
EditorsJ. 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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