Abstract
In this paper, we report on how Year 5 and 6 students (10 to 13 years old) solve reverse fraction problems; that is, where students are required to find the quantity of an unknown whole given a known partial quantity and its equivalent fraction of the unknown whole. To what extent do students' solutions generalise fraction structures that indicate algebraic thinking? Which solution strategies to reverse fraction problems seem to promote generalisation and which appear to hold students back?
| Original language | English |
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| Publication status | Published - 1 Jan 2017 |
| Event | Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia - Monash University in Clayton, Melbourne Duration: 1 Jan 2017 → … |
Conference
| Conference | Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia |
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| Period | 1/01/17 → … |
Keywords
- Algebra
- Fractions
- Mathematical Logic
- Mathematics Instruction
- Primary school mathematics
- Problem Solving
- Thinking Skills
Disciplines
- Algebra
- Mathematics