Abstract
In the sessions that provide the data for this chapter, the students’ development of the notion of fraction equivalence is documented as students work on tasks that involve both equivalence of fractions and comparison of fractions. During these explorations, the students first discuss, debate, and then establish the notion of equivalence. The episodes in this chapter have been described previously (Steencken, 2001; Yankelewitz, 2009), and this chapter describes how students established the meaning of equivalent fractions.
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References
Steencken, E. (2001). Tracing the growth in understanding of fraction ideas: A fourth grade case study (Unpublished doctoral dissertation). Rutgers, The State University of New Jersey, New Brunswick, NJ.
Yankelewitz, D. (2009). The development of mathematical reasoning in elementary school students’ exploration of fraction ideas (Unpublished doctoral dissertation). Rutgers, The State University of New Jersey, New Brunswick, NJ.
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Gerstein, M., Yankelewitz, D. (2017). Determining Fraction Equivalence. In: Maher, C.A., Yankelewitz, D. (eds) Children’s Reasoning While Building Fraction Ideas. Mathematics Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-008-0_10
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DOI: https://doi.org/10.1007/978-94-6351-008-0_10
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-008-0
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