Abstract
The 17 chapters in this volume have presented the integrated findings from examinations of one group of 4th grade students in a suburban/rural school district in New Jersey, as they explored ideas about fractions over a four-month period at the beginning of the academic year. Cuisenaire rods were the primary tools they used for building models to represent their emerging ideas.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Francisco, J. M., & Maher, C. A. (2011). Teachers attending to students’ mathematical reasoning: Lessons from an after-school research program. Journal of Mathematics Teacher Education, 14, 49–66.
Lesh, R., Cramer, K., Doerr, H., Post, T., & Zawojewski, J. (2003). Using a translation model for curriculum development and classroom instruction. In R. Lesh & H. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning and teaching. Mahway, NJ: Lawrence Erlbaum Associates.
Mueller, M., Yankelewitz, D., & Maher, C. (2010). Promoting student reasoning through careful task design: A comparison of three studies. International Journal for Studies in Mathematics Education, 3(Transcript line 1), 135–156.
Pirie, S., & Kieren, T. (1994a). Growth in mathematical understanding: How can we characterize it and how can we represent it? In P. Cobb (Ed.), Learning mathematics: Constructivist and interventionist theories of mathematical development (pp. 61–86). Dordrecht, NL: Kluwer.
Pirie, S., & Kieren, T. (1994b). Growth in mathematical understanding: How can we characterize it and how can we represent it? Educational Studies in Mathematics, 26(2–3), 165–190.
Sullivan, P. (2011). Teaching mathematics: Using research informed strategies. Melbourne, Australia: ACER Press.
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 The development of mathematical reasoning in elementary school students’ exploration of fraction ideas (Unpublished doctoral dissertation).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.
Yankelewitz, Y., Mueller, M., & Maher, C. A. (2010). A task that elicits reasoning: A dual analysis. Journal of Mathematical Behavior, 29, 76–85.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Maher, C.A., Alston, A.S., Yankelewitz, D. (2017). Epilogue. 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_19
Download citation
DOI: https://doi.org/10.1007/978-94-6351-008-0_19
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-008-0
eBook Packages: EducationEducation (R0)