The Korea Society Of Educational Studies In Mathematics
[ Special ]
Journal of Educational Research in Mathematics - Vol. 30, No. SP1, pp.153-168
ISSN: 2288-7733 (Print) 2288-8357 (Online)
Print publication date 31 Aug 2020
DOI: https://doi.org/10.29275/jerm.2020.08.sp.1.153

Middle-Grade Teachers’ Reasoning with Fraction Division Tasks

Soo Jin Lee*
*Professor, Korea National University of Education, South Korea

Email: sjlee@knue.ac.kr

Please cite this article as: Lee, S. J. Middle-grade teachers’ reasoning with fraction division tasks.

Abstract

This study provides a fine-grained analysis of teachers’ reasoning as they engage in quotitive fraction division tasks. In particular, this qualitative analysis considers the mathematical knowledge that six middle-grade teachers used in a professional development program and interviews. In all of the items, fraction division situations were approached through linear or area models. Analysis focused on three knowledge components with which teachers associated in reasoning fraction division tasks: partitioning operations, reasoning with quantitative units (referent units and levels of units), and interpretations of numerical expressions of division.

Keywords:

Reasoning with quantitative units, Fraction division, Mathematical knowledge for teaching, Partitioning operations

Acknowledgments

This article is based in part on the author’s doctoral dissertation (Lee, 2010), which was completed at the University of Georgia under the supervision of Denise Spangler. The author wishes to thank Leslie Steffe, Andrew Izsák, Chandra Orrill, and Jaehong Shin for comments that influenced the development of the ideas in the dissertation.

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