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Grade 9 Students’ Reasoning About Division of Fractions: What Are their Arguments Anchored in?
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0001-9742-8908
2018 (English)In: Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms: Selected Papers from the 22nd MAVI Conference / [ed] Hanna Palmér, Jeppe Skott, Cham, Switzerland: Springer International Publishing , 2018, p. 135-143Chapter in book (Refereed)
Abstract [en]

This paper studies secondary school student’s mathematical reasoning when solving tasks about fractions. The aim is to explore what the mathematical foundation is replaced with in their reasoning when reasoning is classified as imitative. Two different foundations were found: incorrect mathematical properties not relevant to the task and beliefs about mathematics and mathematics education. The results suggest that a focus on reasoning provides additional information about students’ knowledge about fractions beyond standard error analysis.

Place, publisher, year, edition, pages
Cham, Switzerland: Springer International Publishing , 2018. p. 135-143
Keywords [en]
Arithmetics, Beliefs, Fractions, Mathematical reasoning, Secondary level
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-149679DOI: 10.1007/978-3-319-70244-5_13ISBN: 978-3-319-70244-5 (electronic)ISBN: 978-3-319-70243-8 (print)OAI: oai:DiVA.org:su-149679DiVA, id: diva2:1163786
Available from: 2017-12-08 Created: 2017-12-08 Last updated: 2018-03-21Bibliographically approved

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