Within a constructivist perspective, I conducted a teaching experiment with two fourth graders to study how a teacher and students can jointly produce the reversible fraction conception. Ongoing and retrospective analysis of the data revealed the non-trivial process by which students can abstract multiplicative reasoning about fractions. The study articulates a conception in a developmental sequence of iteration-based fraction conceptions and the teacher’s role in fostering such a conception in students.
Teacher and Students' Joint Production of a Reversible Fraction ConceptionSTEM Faculty Publications
Citation InformationTzur, R. (2004). Teacher and students’ joint production of a reversible fraction conception. Journal of Mathematical Behavior, 23, 1, 93-114.