Title

Teacher and Students' Joint Production of a Reversible Fraction Conception

Document Type

Article

Publication Date

2004

Abstract

Within a constructivist perspective, I conducted a teaching experiment with two fourth graders to study how a teacher and students can jointly produce the reversible fraction conception. Ongoing and retrospective analysis of the data revealed the non-trivial process by which students can abstract multiplicative reasoning about fractions. The study articulates a conception in a developmental sequence of iteration-based fraction conceptions and the teacher’s role in fostering such a conception in students.