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Spatial reasoning and the development of early fraction understanding

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dc.contributor.authorCutting, C.
dc.contributor.conference43rd Annual Conference of the Mathematics Education Research Group of Australasia: Excellence in Mathematics Education: Foundations and Pathways (5 Jul 2021 - 8 Jul 2021 : Singapore)
dc.contributor.editorLeong, Y.H.
dc.contributor.editorel, E.
dc.date.issued2021
dc.description.abstractYoung 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.
dc.identifier.citationProceedings 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
dc.identifier.urihttps://hdl.handle.net/11541.2/25649
dc.language.isoen
dc.publisherMERGA
dc.publisher.placeSingapore
dc.rightsCopyright 2021 MERGA
dc.source.urihttps://merga.net.au/wp-content/uploads/DOCS/common/Uploaded%20files/Annual%20Conference%20Proceedings/2021%20Annual%20Conference%20Proceedings/4_RP_7_Cutting_complete.pdf
dc.subjectspatial reasoning
dc.subjectfractions
dc.subjectearly childhood
dc.titleSpatial reasoning and the development of early fraction understanding
dc.typeConference paper
pubs.publication-statusPublished
ror.fileinfo12233285550001831 13233285540001831 4_RP_7_Cutting_complete
ror.mmsid9916563073401831

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