The Role of Feedback From Mathematical Learning Environments to Advance Students' Understanding of Fractions

• In Event: Poster Session 5
  In Poster Session: Research and Mathematics Education SIG Posters

Abstract

I performed a meta-analysis of 52 fraction-related problem-solving activities drawn from literature to examine the customary structures of the mathematical artefacts. My goal was to scrutinise the interrelationship between the physical structure of the artefacts and students interpretation of fractions. Results show that physical properties of mathematical artefacts play a mediating role between the physical actions of the child on the one hand, and his or her interpretation of the fractions on the other hand. Findings also show that the structural regularities of the artefact are only as useful as the child perceives them.

Author

• Yasmine Abtahi, University of Ottawa