Spatial reasoning and the development of early fraction understanding
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(Published version)
Date
2021
Authors
Cutting, C.
Editors
Leong, Y.H.
el, E.
el, E.
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Conference paper
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Proceedings of the 43rd Annual Conference of the Mathematics Education Research Group of Australasia: Excellence in Mathematics Education: Foundations and Pathways, 2021 / Leong, Y.H., el, E. (ed./s), pp.171-178
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43rd Annual Conference of the Mathematics Education Research Group of Australasia: Excellence in Mathematics Education: Foundations and Pathways (5 Jul 2021 - 8 Jul 2021 : Singapore)
Abstract
Young children are capable of engaging with ratio, measurement and operator meanings of fractions earlier than many national curriculum standards indicate, yet current trends in children’s understanding of fractions in Australia, remain weak. Research suggests that spatial reasoning can positively influence mathematical knowledge; however, the connection between spatial reasoning and fraction understanding remains under-researched. This paper will present qualitative data from a Design Based Research study that examined a spatialised approach for teaching fractions to 6-and 7-year-old children. Findings indicate that spatial reasoning played an important role in helping children develop early fraction knowledge.
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Copyright 2021 MERGA