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Learning for mathematical insight: a longitudinal comparative study on modelling
ARTICLE

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Learning and Instruction Volume 13, Number 3 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This paper reports on a longitudinal study of teaching and learning the subject of fractions in two matched groups of ten 9–10-year-old students. In the experimental group fractions are introduced using the bar and the number line as (mental) models, in the control group the subject is introduced by fair sharing and the circle-model. In the experimental group students are invited to discuss, in the control group students work individually. The groups are compared on several occasions during one year. After one year, the experimental students show more proficiency in fractions than those in the control group.

Citation

Keijzer, R. & Terwel, J. Learning for mathematical insight: a longitudinal comparative study on modelling. Learning and Instruction, 13(3), 285-304. Elsevier Ltd. Retrieved December 12, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(02)00003-8

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