Identifying algebraic reasoning about fractions

• The issue for this paper is to identify algebraic reasoning through students´sense-making actions, during a lesson, where students and a teacher develop learning models for mixed numbers. The analysis focuses the students’ work, trying to make sense of the unknown fractional part of the number. This unknown part was elaborated when the students suggested to “add a little bit more” to construct equality. The un-known part developed to a fractional part with help of an emerging learning model containing algebraic symbols: B=W+p/a. In this activity. The potentialities in the students’ algebraic reasoning were identifyed as: an additive relationship between the integer and the fractional part of the number, and a multiplicative relationship between the numerator and the denominator in this fractional part.

Subject headings

NATURVETENSKAP  -- Annan naturvetenskap (hsv//swe)

NATURAL SCIENCES  -- Other Natural Sciences (hsv//eng)

Keyword

matematikämnets didaktik

Mathematics Education

Education and Learning

Publication and Content Type

ref (subject category)

kon (subject category)