# Annie Elizabeth Mitchell

## Research outputs

##### Schools and Families in Partnership for Learning in Faith-Based Schools

Mitchell, Annie, Chapman, Judith, McNamara, Sue and Horne, Marjorie. (2014). Schools and Families in Partnership for Learning in Faith-Based Schools. In In J. D. Chapman, S. McNamara and M. J Reiss & Y. Waghid (Ed.).*International Handbook of Learning, Teaching and Leading in Faith-Based Schools*pp. 657 - 674 Springer. https://doi.org/10.1007/978-94-017-8972-1_38

Book chapter

##### The four-three-four model: Drawing on partitioning, equivalence, and unit-forming in a quotient sub-construct fraction task

Mitchell, Annie. (2012). The four-three-four model: Drawing on partitioning, equivalence, and unit-forming in a quotient sub-construct fraction task. In J Dindyal, L P Cheng and S F Ng (Ed.).*Mathematics education: Expanding horizons. Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia.*Australia: Mathematics Education Research Group of Australasia. pp. 513 - 520

Conference item

##### The four-three-four model: Drawing on partitioning, equivalence, and unit-forming in a quotient sub-construct fraction task

Mitchell, Annie. (2012). The four-three-four model: Drawing on partitioning, equivalence, and unit-forming in a quotient sub-construct fraction task. In J Dindyal, L P Cheng and S F Ng (Ed.).*Mathematics education: Expanding horizons. Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia.*Australia: Mathematics Education Research Group of Australasia. pp. 513 - 520

Conference item

##### Measurement matters: Fraction number lines and length concepts are related

Mitchell, Annie and Horne, Marj. (2011). Measurement matters: Fraction number lines and length concepts are related. In In J. Way and J. Bobis (Ed.). pp. 52 - 62 Australian Association of Mathematics Teachers.Book chapter

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

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

Conference item

##### One-to-one student interviews provide powerful insights and clear focus for the teaching of fractions in the middle years

Clarke, Doug, Roche, Anne and Mitchell, Annie. (2011). One-to-one student interviews provide powerful insights and clear focus for the teaching of fractions in the middle years. In In J. Way and J. Bobis (Ed.).*Fractions: Teaching for understanding*pp. 23 - 31 Australian Association of Mathematics Teachers.

Book chapter

##### Gap thinking in fraction pair comparisons is not whole number thinking :is this what early equivalence thinking sounds like?

Mitchell, Annie and Horne, Marj. (2010). Gap thinking in fraction pair comparisons is not whole number thinking :is this what early equivalence thinking sounds like? In L. Sparrow, B. Kissane and C. Hurst (Ed.).*Shaping the future of mathematics education: proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia.*Australia: Mathematics Education Research Group of Australasia. pp. 414 - 421

Conference item

##### There are more than part-whole strategies at work in understanding non-equal-parts fraction-area-models

Mitchell, Annie and Horne, Marjorie. (2009). There are more than part-whole strategies at work in understanding non-equal-parts fraction-area-models. In R. Hunter, B. Bicknell and T. Burgess (Ed.).*Crossing Divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA).*Palmerston North, New Zealand: Mathematics Education Research Group of Australasia. pp. 371 - 378

Conference item

##### Ten practical tips for making fractions come alive and make sense

Clarke, Doug, Roche, Anne and Mitchell, Annie. (2008). Ten practical tips for making fractions come alive and make sense.*Mathematics Teaching in the Middle School.*13(7), pp. 373 - 380.

Journal article

##### Fraction number line tasks and the additivity concept of length measurement

Mitchell, Annie and Horne, Marjorie. (2008). Fraction number line tasks and the additivity concept of length measurement. In 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

Conference item

##### Year Six Fraction Understanding :A Part of the Whole Story

Clarke, Douglas McLean, Mitchell, Annie and Roche, Anne. (2007). Year Six Fraction Understanding :A Part of the Whole Story. In J Watson and K Beswick (Ed.).*Mathematics: Essential Research, Essential Practice. Proceedings of the 30th Annual conference of the Mathematics Education Research Group of Australasia..*Adelaide,Australia: Mathematics Education Research Group of Australasia. pp. 207 - 216

Conference item

##### Assessing student understanding of fractions using task-based interviews

Clarke, Douglas McLean, Roche, Anne, Mitchell, Annie and Sukenik, Michal. (2006). Assessing student understanding of fractions using task-based interviews. In J. Novotna, H. Moraova and M. Kratka (Ed.).*Proceedings of the 30th Conference of the International Group of Psychology of Mathematics Education.*Prague, Czech Republic: Charles University. pp. 337 - 344

Conference item

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

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

Conference item

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