Abstract
This chapter highlights students’ reasoning as they worked on five tasks that encouraged the development of proportional reasoning. Students built models for solutions to the tasks, representing specific numbers with Cuisenaire rods, attending to the attribute of length. Although in their initial considerations the students evidenced the use of additive reasoning, as the students worked on the given tasks, they intuitively began to use proportional reasoning.
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References
Steencken, E. (2001). Tracing the growth in understanding of fraction ideas: A fourth grade case study (Unpublished doctoral dissertation). Rutgers, The State University of New Jersey, New Brunswick, NJ.
Yankelewitz, D. (2009). The development of mathematical reasoning in elementary school students’ exploration of fraction ideas (Unpublished doctoral dissertation). Rutgers, The State University of New Jersey, New Brunswick, NJ.
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Winter, E. (2017). Developing the Foundation for Proportional Reasoning. In: Maher, C.A., Yankelewitz, D. (eds) Children’s Reasoning While Building Fraction Ideas. Mathematics Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-008-0_6
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DOI: https://doi.org/10.1007/978-94-6351-008-0_6
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-008-0
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