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Students’ Argumentation about the Density of Fractions

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Children’s Reasoning While Building Fraction Ideas

Part of the book series: Mathematics Teaching and Learning ((MTAL))

Abstract

This chapter, using data from Session 14 of the intervention, focuses on a class discussion begun by Alan’s claim that the fraction one zillionth could be placed on a number line between 0 and 1. The narrative and the accompanying VMCAnalytic illustrate the reasoning of the fourth-grade students as they try to make sense of the placement of increasingly small unit fractions on a line segment and explore the idea of density of number.

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Author information

Authors and Affiliations

  1. Rutgers University, USA

    Cheryl K. Van Ness

Authors
  1. Cheryl K. Van Ness
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Editor information

Editors and Affiliations

  1. Rutgers University, USA

    Carolyn A. Maher

  2. Pearson Education, USA

    Dina Yankelewitz

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© 2017 Sense Publishers

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Ness, C.K.V. (2017). Students’ Argumentation about the Density of Fractions. 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_16

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  • DOI: https://doi.org/10.1007/978-94-6351-008-0_16

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6351-008-0

  • eBook Packages: EducationEducation (R0)

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