Teacher and Students' Joint Production of a Reversible Fraction Conception.

By Ron Tzur. 2003

57 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/1b49273f3d447ebae3cf61ed70c52f7238768204

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Mi Yeon Lee
2. Amy J. Hackenberg
3. E. Tillema
4. Anderson Norton
5. Jesse L. M. Wilkins
6. Ji-Won Son
7. S. Senk

In Statistics and Probability

1. Mi Yeon Lee
2. Amy J. Hackenberg
3. E. Tillema
4. Anderson Norton
5. Jesse L. M. Wilkins
6. Ji-Won Son
7. S. Senk

Citations in the corpus

• How reform curricula in the USA and Korea present multiplication and division of fractions (2010, background): “Based on teaching experiments, Olive (1999), Steffe (2002), and Tzur (1999, 2004) report that children’s whole number concepts did not interfere with their efforts to make sense of fractions.”
• Relationships between Students' Fractional Knowledge and Equation Writing. (2015, methodology): “…of tools, which for this study included theoretical constructs (operations, schemes, concepts), models from prior research (e.g., Hackenberg, 2007, 2010; Steffe & Olive, 2010; Tzur, 2004), and a commitment to use theoretical constructs in an orienting but not deterministic way (Clement, 2000).”
• Mathematical Caring Relations in Action (2010, methodology): “Like many researchers, I have used my own teaching as a study site (e.g., Ball & Wilson, 1996; Chazan, 2000; Tzur, 2004).”
• Students’ Reasoning With Reversible Multiplicative Relationships (2010, background): “However, students of all ages find reversibility to be quite difficult, especially in multiplicative situations ( Adi, 1978 ; Clement, 1982 ; Filloy & Rojano, 1989 ; Greer, 1992 ; Ramful & Olive, 2008 ; Rosnick & Clement, 1980 ; Steffe, 1994 ; Steffe & Olive, 2010 ; Tzur, 2004 ).”
• Students' Whole Number Multiplicative Concepts: A Critical Constructive Resource for Fraction Composition Schemes. (2009, background): “Olive, Steffe, and colleagues have confirmed their hypothesis in analyses of data from a teaching experiment with students in their third through fifth grades (e.g., Biddlecomb, 2002; Olive & Steffe, 2002; Steffe, 2003, 2004; Tzur, 1999, 2004 ).”
• Fine grain assessment of students’ mathematical understanding: participatory and anticipatory stagesin learning a new mathematical conception (2007, unknown): “Fourth, this study supports Greeno's (Personal Communication) suggestion that the stage distinction may provide a cognitive correlate to Vygotsky's (1978) core notion of Zone of Proximal Development (ZPD).”
• The fractional knowledge and algebraic reasoning of students with the first multiplicative concept (2013, background): “A PUFS is often investigated by assessing the reverse of it (Norton & Wilkins, 2010; Tzur, 2004).”
• The Splitting Group (2012, methodology): “Students use their RPFSs to reproduce the whole from a nonunit proper fraction by partitioning the fraction, m/n, into m equal parts and iterating one of those parts n times (Tzur, 2004).”