Construction of mathematical knowledge through whole-class discussion
Abstract
A word problem that requires addition of fractions with different denominators was presented to 11 classes of 4th- or 5th-graders, 10 years of age. It had three answer alternatives: adding the denominators and numerators separately, transforming fractions into decimals before adding them, and the standard, most appropriate solution. Students in each class were required to choose an alternative themselves, state their reason for the choice, and...
Paper Details
Title
Construction of mathematical knowledge through whole-class discussion
Published Date
Dec 1, 1998
Journal
Volume
8
Issue
6
Pages
503 - 526
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Notes
History