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

Comments

This article was originally published as: 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. Original article available here

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.

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