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Teaching and Learning Fraction Addition on Number Lines

Andrew Izsák; Erik Tillema; Zelha Tunç-Pekkan 

January 2008, Volume 39, Issue 1, Page 33

Abstract:
We present a case study of teaching and learning fraction addition on number lines in one sixth-grade classroom that used the Connected Mathematics Project Bits and Pieces II materials. Our main research questions were (1) What were the primary cognitive structures through which the teacher and students interpreted the lessons? and (2) Were the teacher’s and her students’ interpretations similar or different, and why? The data afforded particularly detailed analyses of cognitive structures used by the teacher and one student to interpret fractions and their representation on number lines.

Keywords:
Grade 6
Action Research
Article
Assessment / Testing
Causal Models
Teacher
Problems
Fractions / Decimals / Percents / Rational Numbers
Problem Solving / Problem Posing
Representation
Theory