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10 juillet 2023
- handle: 10670/1.qqhldi
- isbn: 978-963-7031-04-5
- hal: hal-04410915
info:eu-repo/semantics/OpenAccess
Mots-clés
Fractions representations proof-based teachingSujets proches
Schoolteaching Didactics School teaching Pedagogy InstructionCiter ce document
Trond Stølen Gustavsen et al., « Aspects of representing in proof-based teaching of fraction multiplication », HAL-SHS : sciences de l'éducation, ID : 10670/1.qqhldi
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Résumé
This small-scale case study investigates the possibility of proof-based teaching of core curriculum content. Through a series of tasks designed to facilitate students’ formulation and proof of the rule for fraction multiplication, we examined how a group of grade 8 students engaged with different representations. Our analysis focused on how the students represented objects and operations, statements of properties and relations, and inference. Based on our findings, we suggest that proof-based teaching of fractions should emphasize full sentence verbal representations of the operator aspect of fractions, and of mathematical statements and inference.