PME-NA

Mathematical Learning Opportunities in Prospective Elementary Teachers’ Responses to a Comparing Fraction Pair Task

• In Event: Fractions and Teacher Education

Description

We identified five distinct mathematical learning opportunities in 26 prospective elementary teachers’ (PTs) written responses to comparing a fraction pair. If a teacher were to take advantage of these learning opportunities by engaging the class in making sense of these PT’s contributions, the class could move toward better understanding (a) the use of a benchmark, (b) the relationships between the size of the pieces (denominator) and the number of pieces (numerator) of a fraction and its relative fraction, (c) the importance of using the same size whole when comparing two fractions, (d) the set model, and (e) the use of equivalent fractions. We also discuss how our framework shifts the focus of using the PTs’ responses from a deficit perspective to a strength one—using student contributions as resources to develop the mathematical learning of the class.

Authors

• Nitchada Kamlue, Western Michigan University

• Laura R. Van Zoest, Western Michigan University