Abstract
Fractions are a notoriously difficult area to master. The use of a fraction as an operator is one of the least commonly accessed sub-constructs of fractions. We explore the use of mathematical modelling to enhance Grade 6 learners’ understanding of this sub-construct. Learners’ understanding improves as effective connections are made between and within their intra-mathematical and extra-mathematical knowledge. The quality of connections made during the task differed between groups. We conclude that learners benefit by connecting symbols and their referents and procedures and their underlying concepts rather than focusing on the surface features of Arabic notation.
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Hearne, L., Wessels, D. (2021). Learners Developing Understanding of Fractions via Modelling. In: Leung, F.K.S., Stillman, G.A., Kaiser, G., Wong, K.L. (eds) Mathematical Modelling Education in East and West. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-030-66996-6_14
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DOI: https://doi.org/10.1007/978-3-030-66996-6_14
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