30. CHILDREN’S REPRESENTATIONAL FLUENCY IN SOLVING FRACTIONS TASKS

• In Event: POSTER GROUP 1

Description

Situated in a larger study which examines how students' informal understanding of fractions helps or hinders their reasoning when solving fractions problems, this study addresses: How do students translate within and among representation types when solving fractions problems? Preliminary results from coding representation use of four elementary students highlight that students express inconsistencies or mismatches when reasoning both within and across representations types. These findings add to literature on the importance of attending to the nuances of the way students reason about multiple representations of fractions and have implications for instruction to not overlook the coordination of representations.

Authors

• Tasha Elliott, North Carolina State University

• Dung Tran, NCSU