Reunitising hundredths: prototypic and nonprototypic representations
Baturo, Annette R. & Cooper, Thomas J. (1997) Reunitising hundredths: prototypic and nonprototypic representations. In Proceeding of the 21st conference of the International Group for the Psychology of Mathematics Education, Lahti.
This paper reports on a study in which 29 Year 6 students (selected from the top 30% of 176 Year 6 students) were individually interviewed to explore their ability to reunitise hundredths as tenths (Behr, Harel, Post & Lesh, 1992) when represented by prototypic (PRO) and nonprototypic (NPRO) models. The results showed that 55.2% of the students were able to unitise both models and that reunitising was more successful with the PRO model. The interviews revealed that many of these students had incomplete, fragmented or non-existent structural knowledge of the reunitising process and often relied on syntactic clues to complete the tasks. The implication for teaching is that instruction should not be limited to PRO representations of the part/whole notion of fraction and that the basic structures (equal parts, link between name and number of equal parts) of the part/whole notion needs to be revisited often.
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|Item Type:||Conference Paper|
|Keywords:||nonprototypic (NPRO) models, prototypic (PRO), REUNITISING HUNDREDTHS, Primary|
|Subjects:||Australian and New Zealand Standard Research Classification > MATHEMATICAL SCIENCES (010000) > PURE MATHEMATICS (010100) > Operator Algebras and Functional Analysis (010108)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 1997 [please consult the authors]|
|Deposited On:||18 Mar 2010 21:43|
|Last Modified:||25 Mar 2013 08:10|
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