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The Factors of Representations in Children's Learning of Fractions

Thu, April 16, 12:00 to 1:30pm, Sheraton, Floor: Fourth Level, Chicago VI&VII


This study was intended to investigate the effects on fifth-graders’ concept images of unit fractions of an instructional intervention based on multiple embodiment approach to fractions concepts. Analyses of qualitative data revealed that at the pre-teaching stage the student concept images of unit fractions were very narrow and mainly linked to area models. However, after the instructional intervention, the students were able to select and apply a variety of models in response to fractions tasks. The multiple embodiment approach not only enriched their concept images, but also improved their understandings of fractions concepts.