Cognitive Research on Early Fraction Learning Applied to Classrooms: Two Experiments

Abstract

This chapter describes two related projects in which results of research into cognitive processes of young children for learning fractions were applied in school settings. The first project involved a small group of early childhood teachers who used critical tasks adapted from research to conduct personal investigations in their own classrooms. These teachers were enabled to observe and share together different responses of children, and interpret these against research information including exemplary video segments. They were then challenged to create small group learning activities that incorporated new knowledge gained. Out of that project a didactic framework for teaching basic fraction concepts was created based on a farm yard scenario. In the second project one teacher used the didactic framework as a basis for introducing fractions to a group of six second grade children. We discuss some of the outcomes of that teaching experiment of seven sessions, including further research questions it stimulated.

A portion of this chapter was reported previously in a paper entitled “The foundations of number learning project: Where research, children and teachers meet”, presented at the American Educational Research Association Annual Meeting, Washington D.C., April 20–24, 1987, for the symposium Early Mathematics Learning: Teacher-focused Curriculum Change. The authors acknowledge the cooperation and participation of the Principal, Fran, Maureen, Liz, Karen, Mary, Sharon, and children of the Jells Park Primary School, Wheelers Hill, Victoria, and cooperation and assistance of the Principal and staff of the Belle Vue Primary School, Balwyn North. Support was provided by the Commonwealth Schools Commission - Curriculum Development Centre through the Mathematics Curriculum and Teaching Program, and by a grant from the Commonwealth Tertiary Education Commission.