Drawing on a Theoretical Model to Study Students’ Understandings of Fractions

By Charalambos Y. Charalambous, D. Pitta-Pantazi. 2007

320 citations recorded by the source corpus.

Subfields: Applied Mathematics, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/882eb17efe7700123267a77276fa5541ca20cfa1

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In Applied Mathematics

In Education

In Statistics and Probability

Citations in the corpus

Levels of students’ “conception” of fractions (2012, methodology): “In the measure subconstruct, a measure is assigned to some interval on the number line (or region in the case of two dimensional models), a unit fraction is defined and used repeatedly to determine a distance from a preset starting point ( Charalambous & Pitta-Pantazi, 2007 ).”
A Review of the Literature: Fraction Instruction for Struggling Learners in Mathematics (2011, background): “For example, the fraction two-thirds is understood only as two parts of a pie divided into thirds, and not as each person’s share when two wholes are shared among three (Charalambous & Pitta-Pantazi, 2007).”
Preservice elementary school teachers’ knowledge of fractions: a mirror of students’ knowledge? (2014, methodology): “How much does anyone get?’ one measure unit relates to the cakes and a second measure unit relates to the friends (Charalambous and Pitta-Pantazi 2007, Kieren 1993, Marshall 1993).”
Students' views on their transition from school to college mathematics: rethinking ‘transition’ as an issue of identity (2011, background): “it is generally agreed that these key moments include at least the following: rational numbers/multiplicative field (at approximately 10–16 years old); variable/algebra (at approximately 13–16+ years old); infinitesimals/calculus and proof (at approximately 16–20 years old), (Charalambous and Pitta-”
Examining fourth-grade mathematics writing: features of organization, mathematics vocabulary, and mathematical representations (2016, background): “In the late elementary grades, students should understand fraction models of area, length, and set (Van de Walle, Karp, & Bay-Williams, 2013), but there is variability in fraction understanding among the models (Charalambous & Pitta-Pantazi, 2007).”
A Comparative Analysis of the Addition and Subtraction of Fractions in Textbooks from Three Countries (2010, methodology): “Moreover, constructs differ in their potential to support students’ competence in adding and subtracting fractions (Charalambous & Pitta-Pantazi, 2007).”
RATIONAL NUMBER AND PROPORTIONAL REASONING: USING INTENSIVE QUANTITIES TO PROMOTE ACHIEVEMENT IN MATHEMATICS AND SCIENCE (2011, background): “Confusion about the ratio concept has been directly implicated in those difficulties(Behr,Lesh,PostS CharalambousP Charalambous & Pitta-Pantazi, 2007 ).”
How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions (2017, background): “2 Why multiple representations: complementary conceptual advantages of visual representations of fractions The mathematics education literature suggests that visual representations fundamentally shape how students conceptualize fractions (Charalambous and Pitta-Pantazi 2007).”