Mathematical Knowledge for Teaching Fraction Multiplication

By Andrew Izsák. 2008

117 citations recorded by the source corpus.

Subfields: Applied Mathematics, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/39bbfe20b60049b143392b9286a11d52e3a817ac

How researchers see this paper

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

In Applied Mathematics

1. Chandra Hawley Orrill
2. H. Hill
3. Charalambos Y. Charalambous
4. Rachael Eriksen Brown
5. Erik Jacobson
6. Zandra de Araujo
7. E. Tillema
8. Amy J. Hackenberg

In Education

1. Charalambos Y. Charalambous
2. Chandra Hawley Orrill
3. H. Hill
4. Erik Jacobson
5. Andrew Izsák
6. E. Tillema
7. Zandra de Araujo
8. Rachael Eriksen Brown

In Statistics and Probability

1. Charalambos Y. Charalambous
2. Chandra Hawley Orrill
3. H. Hill
4. E. Tillema
5. Erik Jacobson
6. Andrew Izsák
7. Zandra de Araujo
8. Rachael Eriksen Brown

Citations in the corpus

• Measuring Mathematical Knowledge for Teaching Fractions With Drawn Quantities (2012, methodology): “, Behr, Khoury, Harel, Post, & Lesh, 1997; Izsák, 2008; Izsák, Tillema, & Tunç-Pekkan, 2008; Thompson & Thompson, 1994). We build most directly on the study reported by Izsák (2008). He examined two teachers’ enactment of fractions units from the Connected Mathematics Project (Lappan et al.”
• Making sense of double number lines in professional development: exploring teachers’ understandings of proportional relationships (2012, methodology): “(See Izsák et al. (2010) for a full description of the assessment as well as information about the validation process).”
• Students' Whole Number Multiplicative Concepts: A Critical Constructive Resource for Fraction Composition Schemes. (2009, background): “However, we chose to focus on lengths because fraction compositions with lengths can require more complex units coordinations than fraction compositions involving the cross-partitioning of areas (cf. Izsak, 2008; Izsak, Tillema, & Tunc-Pekkan, 2008).”
• Diagnosing Teachers’ Understandings of Rational Numbers: Building a Multidimensional Test Within the Diagnostic Classification Framework (2014, background): “…numerous studies have reported teachers’ conceptual difficulties with different aspects of this mathematical domain (e.g., Ball, 1990; Borko et al., 1992; Izsák, 2008; Izsák, Jacobson, de Araujo, & Orrill, 2012; Ma, 1999; Sowder, Philipp, Armstrong, & Schappelle, 1998; Tirosh & Graeber, 1990).”
• Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, background): “…concerning (preservice) teachers’ knowledge of fractions focused primarily on one aspect of fractions like ratio (Cai and Wang 2006), multiplication of fractions (Isiksal and Cakiroglu 2011, Izsak 2008) and division of fractions (Ball 1990, Borko et al. 1992, Ma 1999, Tirosh 2000).”
• Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, background): “…to study instruction, including analysing the tasks in teacher-developed tests or samples of homework assignments (Baumert et al. 2010), observing and analysing instruction (Ding 2008, Hill et al. 2008, Izsák 2008), and studying teachers’ performance in simulated environments (Charalambous 2008).”
• Mathematical Knowledge for Teaching and Task Unfolding: An Exploratory Study* (2010, result): “This first hypothesis resonates with the findings of a recent study (Izsák, 2008) comparing the representations used by two teachers who differed in their understanding of fraction multiplication.”