Fraction number line tasks and the additivity concept of length measurement

Conference item


Mitchell, Annie and Horne, Marjorie 2008. Fraction number line tasks and the additivity concept of length measurement. M. Goos, R. Brown and K. Makar (ed.) Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. Brisbane, Australia: Mathematics Education Research Group of Australasia. pp. 353 - 360
AuthorsMitchell, Annie and Horne, Marjorie
Abstract

The performance of 29 Grade 6 children on eight number line tasks is descriptively analysed with regard to three types of misconceptions. The first is conceptual; over-generalised part-whole unit-forming. The other two are semiotic misreadings of inscriptions, namely counting lines and decimalising. Success on these number line tasks, possible examples of the measure sub-construct of fractions, is descriptively compared to the children’s performance on tasks assessing conservation and the additivity concept of length measurement, and on multiplication and division items.

Year2008
PublisherMathematics Education Research Group of Australasia
Web address (URL)http://www.merga.net.au/documents/RP412008.pdf
Open accessOpen access
Publisher's version
Page range353 - 360
ISBN9781920846176
Research GroupSchool of Education
Place of publicationBrisbane, Australia
EditorsM. Goos, R. Brown and K. Makar
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https://acuresearchbank.acu.edu.au/item/8qqx5/fraction-number-line-tasks-and-the-additivity-concept-of-length-measurement

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