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SUPPORTING FRACTIONS AS MEASURES IN AN ONLINE MATHEMATICS METHODS COURSE.

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Title: SUPPORTING FRACTIONS AS MEASURES IN AN ONLINE MATHEMATICS METHODS COURSE.
Authors: Moss, Diana1 dmoss@unr.edu, MacDonald, Beth L.2 beth.macdonald@usu.edu, Boyce, Steven3 sboyce@pdx.edu, Bertolone-Smith, Claudia4 cmbertolone-smith@csuchico.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 2020, p1667-1671. 5p.
Subject Terms: *Study & teaching of fractions, *Elementary school teachers, *Teacher education, *Mathematics education, Rational numbers
Abstract: This brief report describes the initial results of The Fractions as Measures for Prospective Elementary School Teachers (PTs) Study. Research shows that PTs' conceptions of fractions on a part-whole understanding may be problematic when teaching children about improper fractions. We created an instructional lesson sequence for PTs focused on using unitizing, iterating, and partitioning to think of fractions as measures in multiple situations. Initial results from this ongoing study indicate that PTs' manipulations of unpartitioned rod manipulatives supported both their construction of more powerful fractions schemes and their ability to verbally justify their reasoning. [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: SUPPORTING FRACTIONS AS MEASURES IN AN ONLINE MATHEMATICS METHODS COURSE.
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  Data: <searchLink fieldCode="AR" term="%22Moss%2C+Diana%22">Moss, Diana</searchLink><relatesTo>1</relatesTo><i> dmoss@unr.edu</i><br /><searchLink fieldCode="AR" term="%22MacDonald%2C+Beth+L%2E%22">MacDonald, Beth L.</searchLink><relatesTo>2</relatesTo><i> beth.macdonald@usu.edu</i><br /><searchLink fieldCode="AR" term="%22Boyce%2C+Steven%22">Boyce, Steven</searchLink><relatesTo>3</relatesTo><i> sboyce@pdx.edu</i><br /><searchLink fieldCode="AR" term="%22Bertolone-Smith%2C+Claudia%22">Bertolone-Smith, Claudia</searchLink><relatesTo>4</relatesTo><i> cmbertolone-smith@csuchico.edu</i>
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  Data: *<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+fractions%22">Study & teaching of fractions</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+school+teachers%22">Elementary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Rational+numbers%22">Rational numbers</searchLink>
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  Data: This brief report describes the initial results of The Fractions as Measures for Prospective Elementary School Teachers (PTs) Study. Research shows that PTs' conceptions of fractions on a part-whole understanding may be problematic when teaching children about improper fractions. We created an instructional lesson sequence for PTs focused on using unitizing, iterating, and partitioning to think of fractions as measures in multiple situations. Initial results from this ongoing study indicate that PTs' manipulations of unpartitioned rod manipulatives supported both their construction of more powerful fractions schemes and their ability to verbally justify their reasoning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.51272/pmena.42.2020-263
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      – Code: eng
        Text: English
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        PageCount: 5
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      – SubjectFull: Study & teaching of fractions
        Type: general
      – SubjectFull: Elementary school teachers
        Type: general
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Mathematics education
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      – SubjectFull: Rational numbers
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      – TitleFull: SUPPORTING FRACTIONS AS MEASURES IN AN ONLINE MATHEMATICS METHODS COURSE.
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            – D: 01
              M: 01
              Text: 2020
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              Y: 2020
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