Learning Trajectory for the Codevelopment of Domain and Representational Competence: The Case of Fraction Multiplication

• In Event: Poster Session 12
  In Poster Session: Student Cognition, Attitudes, and Learning in Math

Abstract

Representational practices are fundamental to the discipline of mathematics. However, we lack an adequate understanding of how students use representations to make sense of mathematics. I use design-based research methodology to investigate the co-development of domain and representational competence for one student. Findings indicate a learning trajectory that highlights knowledge coordination of fraction multiplication across the student’s use (construction and interpretation) of two representations (a chart denoting fraction notation and a computer-based tool that combines an area model with number lines). Implications for theory and practice are considered.

Author

• Rozy Vig, Harvard University