Document Type
Conference Proceeding
Publisher
MERGA
Faculty
Faculty of Education and Arts
School
School of Education / Edith Cowan Institute for Education Research
RAS ID
15815
Abstract
This paper reports an exploration in to the use of a combination of semiotic resources when teaching the part- whole model of fractions. The study involved a single case study of one class teacher and six students in an Australian primary classroom. Using video as the predominate research tool it was possible to describe how gesture and language were combined with two and three dimensional representations of folding paper, fraction walls and number lines to build images that appeared to enhance student understanding of the part- whole of fractions. I conjecture that the variety semiotic resources including gesture should have prominence in teacher’s planning documents.
Access Rights
free_to_read
Comments
Mildenhall, P. M. (2013). Using semiotic resources when building images of the part-whole model of fractions. Proceedings of Conference of the Mathematics Education Research Group of Australasia (pp. 506-512). Melbourne. MERGA. Available here