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The Swedish Mathematics Case: Learning to See Fractions as Numbers on the Number Line
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2018 (English)In: School Development Through Teacher Research: Lesson and Learning Studies in Sweden and Tanzania / [ed] Inger Eriksson, Kalafunja Osaki, Dar es Salaam, Tanzania: Mkuki na Nyota Publishers Ltd. , 2018, p. 154-163Chapter in book (Other academic)
Abstract [en]

With inspiration from national exams, we tested locally constructed and standardised diagnosis material in Mathematics and, by taking advantage of the local experience, we analysed what effects teaching had on student performance. The analysis showed that the students, among other problems, experienced difficulty in comparing the size offractions. Furthermore, the analysis indicated that most students could easily use fractions if they were asked to divide a whole into smaller parts, for instance when they were asked to divide a pizza or an amount of money into equal parts. In the previous curriculum, before the 2011 reform, fractions have not been part of the content in lower grades mathematics teaching. The common way of teaching fractions was to show a picture representing the whole, for example a pizza, a cake or an apple. The teachers realized that the students needed to have more representations in order to be able to understand the value of fractions, for example, when arranging portions according to size (Eriksson & Eriksson, 2016).

The purpose and the object of learning of the Swedish mathematics case was initially to find out what the students needed in order to be able to arrange fractions in size order. The teachers wanted to identify which aspects students needed to discern in order to understand that a fraction has a precise value. During the work the teachers readjusted the object of learning to focus on the development of the students’ ability to use fractions as numbers on the number line.

Place, publisher, year, edition, pages
Dar es Salaam, Tanzania: Mkuki na Nyota Publishers Ltd. , 2018. p. 154-163
Keywords [en]
Learning study in mathematics, Sweden, fractions, numberline
National Category
Didactics
Research subject
Didactic Science for Teachers and Teaching Professions
Identifiers
URN: urn:nbn:se:su:diva-165110ISBN: 978-9987-083-41-1 (print)OAI: oai:DiVA.org:su-165110DiVA, id: diva2:1281243
Projects
School development through teacher research – a comparative study on Lesson and Learning Studies in Sweden and Tanzania
Funder
Swedish Research Council, 348-2012-6147Available from: 2019-01-21 Created: 2019-01-21 Last updated: 2019-02-01Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf