Publication Date

12-2016

Date of Final Oral Examination (Defense)

6-13-2016

Type of Culminating Activity

Thesis

Degree Title

Master Of Arts in Education, Curriculum, and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Supervisory Committee Chair

Michele Carney, Ph.D.

Supervisory Committee Member

Joe Champion, Ph.D.

Supervisory Committee Member

Jonathan Brendefur, Ph.D.

Abstract

Research supports the claim that classrooms with teachers who respond to student thinking in the mathematics classroom will see greater student gains and student success (Lamon, 1996; Sleep & Boerst, 2012). The topic of fractions is both difficult to teach and learn, but has important implications on future success in mathematics and in life. This study set out to explore the ways in which student work is influenced by characteristics of number line fraction tasks. By examining task type, number line structure, and number choice this study shares the way these task characteristics influenced student strategies. The relationship between task characteristic and student work is examined qualitatively; in addition to how well each task characteristic uncovers three key conceptual understanding fraction ideas: partitioning, iterating, and unitizing. Additionally, this study looks at which task characteristics better highlight informal or intuitive understanding of these key ideas and in what ways. The findings can be used to inform the selection of fraction tasks for the classroom.

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