Extending Fraction Placement From Segments To A Number Line

Kenneth Horwitz

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Extending Fraction Placement From Segments To A Number Line

In: Children's Reasoning While Building Fraction Ideas

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Kenneth Horwitz

Kenneth Horwitz
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Type:: Chapter

Pages:: 193–200

DOI:: https://doi.org/10.1007/9789463510080_019

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This chapter continues to follow the set of activities that took place on November 10 during the fifteenth session of the 4th grade intervention studying how students build ideas about fractions. In particular, the chapter describes the students’ reasoning and the representations used as they are challenged to place rational numbers on a number line rather than a line segment. The facilitator for this session was Researcher Carolyn Maher. Accompanying the narrative of the chapter is a VMC Analytic illustrating the students’ placement of fractions on a number line, entitled: “Extending Fraction Placements from Segments to Number Line: Obstacles and their Resolutions” (http://dx.doi.org/doi:10.7282/T39Z96SR).

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Children's Reasoning While Building Fraction Ideas

Series: Mathematics Teaching and Learning, Volume: 3

E-Book ISBN:: 9789463510080

Publisher:: Brill

Print Publication Date:: 01 Jan 2017

Subjects
- Education
  - Children Education
  - Mathematics Education

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Extending Fraction Placement From Segments To A Number Line

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Children's Reasoning While Building Fraction Ideas

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