Fraction Division Representation-Experience in a Teacher Education Course Focused on the Reference Unit

  1. Faria Barcelos Gibim, Gabriela 1
  2. Rifo, Laura 1
  3. Climent, Nuria 2
  4. Ribeiro , Miguel 1
  1. 1 Universidade Estadual de Campinas, Brazil
  2. 2 Universidad de Huelva
    info

    Universidad de Huelva

    Huelva, España

    ROR https://ror.org/03a1kt624

Aldizkaria:
REDIMAT

ISSN: 2014-3621

Argitalpen urtea: 2023

Zenbakien izenburua: October

Alea: 12

Zenbakia: 3

Orrialdeak: 193-209

Mota: Artikulua

DOI: 10.17583/REDIMAT.13020 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Beste argitalpen batzuk: REDIMAT

Laburpena

This study focuses on the knowledge revealed and developed by Elementary Mathematics teachers, in a teacher education course related to the representation of fraction division and the flexibility of the reference unit. The teachers solved a task aimed at mobilizing (and accessing) their knowledge related to their approaches to the sense of division, representation, and reference unit regarding fraction division. The results suggest that teachers face challenges when representing and justifying fraction divisions using pictorial models, especially when the divisor is a non-unit fraction. This is based in a gap regarding the flexibility of the reference unit to which the numbers refer in their representations, as well as a challenge concerning the sense of fraction division and the different forms of representation. With this research we intend to contribute to reducing the scarcity of empirical studies in the area and the importance of this specialized teachers’ knowledge to deal with this topic.

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