Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/14372
Title: 
Posing problems to understand children's learning of fractions
Authors: 
Issue Date: 
Jul-2013
Citation: 
Paper presented at the 36th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (MERGA 2013) on "Mathematics education: Yesterday, today and tomorrow", Melbourne, Australia, 7 – 11 July 2013
Abstract: 
In this study, ways in which problem posing activities aid our understanding of children’s learning of addition of unlike fractions and product of proper fractions was examined. In particular, how a simple problem posing activity helps teacher take a second, deeper look at children’s understanding of fraction concepts will be discussed. The problems posed by the students were explored and insights into the students’ understanding of fractions were identified.
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Website: 
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