Learning for mathematical insight: a longitudinal comparative study on modelling. (IF. 0,756)

R. Keijzer; J. Terwel

doi:10.1016/S0959-4752(02)00003-8

Learning for mathematical insight: a longitudinal comparative study on modelling. (IF. 0,756)

R. Keijzer, J. Terwel

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Abstract

This paper reports on a longitudinal study of teaching and learning the subject of fractions in two matched groups of ten 9-10-year-old students. In the experimental group fractions are introduced using the bar and the number line as (mental) models, in the control group the subject is introduced by fair sharing and the circle-model. In the experimental group students are invited to discuss, in the control group students work individually. The groups are compared on several occasions during one year. After one year, the experimental students show more proficiency in fractions than those in the control group. © 2003 Elsevier Science Ltd. All rights reserved.

Original language	English
Pages (from-to)	285-304
Number of pages	20
Journal	Learning and Instruction
Volume	13
Issue number	13
DOIs	https://doi.org/10.1016/S0959-4752(02)00003-8
Publication status	Published - 2003

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10.1016/S0959-4752(02)00003-8

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abstract = "This paper reports on a longitudinal study of teaching and learning the subject of fractions in two matched groups of ten 9-10-year-old students. In the experimental group fractions are introduced using the bar and the number line as (mental) models, in the control group the subject is introduced by fair sharing and the circle-model. In the experimental group students are invited to discuss, in the control group students work individually. The groups are compared on several occasions during one year. After one year, the experimental students show more proficiency in fractions than those in the control group. {\textcopyright} 2003 Elsevier Science Ltd. All rights reserved.",

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AB - This paper reports on a longitudinal study of teaching and learning the subject of fractions in two matched groups of ten 9-10-year-old students. In the experimental group fractions are introduced using the bar and the number line as (mental) models, in the control group the subject is introduced by fair sharing and the circle-model. In the experimental group students are invited to discuss, in the control group students work individually. The groups are compared on several occasions during one year. After one year, the experimental students show more proficiency in fractions than those in the control group. © 2003 Elsevier Science Ltd. All rights reserved.

U2 - 10.1016/S0959-4752(02)00003-8

DO - 10.1016/S0959-4752(02)00003-8

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EP - 304

JO - Learning and Instruction

JF - Learning and Instruction

IS - 13

ER -

Learning for mathematical insight: a longitudinal comparative study on modelling. (IF. 0,756)

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