Exploring fraction knowledge with telling time : a case study of students who have learning difficulties
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Heidi Clauscen Thesis (PDF 8MB) |
Description
This research employed an intrinsic case study method to explore the mathematics knowledge, procedures, and strategies used by nine Year Four children who have learning difficulties (LD) to tell twelve-hour time on analogue and digital clocks. A specific focus was to examine the fraction knowledge as a factor contributing to the mastery of telling twelve-hour time on analogue and digital clocks. The research highlighted the children’s predominant use of mathematics knowledge linked to number and arithmetic only and argued that fraction knowledge is vital to telling twelve-hour time.
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| ID Code: | 102439 |
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| Item Type: | QUT Thesis (Masters by Research) |
| Supervisor: | Carrington, Suzanne B. & Yeh, Andy |
| Keywords: | telling time, learning difficulties, analogue clock, digital clock, fractions, intrinsic case study, measurement, mathematics |
| DOI: | 10.5204/thesis.eprints.102439 |
| Divisions: | Past > QUT Faculties & Divisions > Faculty of Education Past > Schools > School of Cultural & Professional Learning Current > Schools > School of Teacher Education & Leadership |
| Institution: | Queensland University of Technology |
| Deposited On: | 03 Jan 2017 23:42 |
| Last Modified: | 04 Sep 2017 14:42 |
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