An integrated study of children's construction of improper fractions and the teacher's role in promoting that learning

This constructivist teaching experiment with 2 fourth graders examined the relationship between teaching and children's generative constructs for improper fractions. The report performs an intertwined analysis of the children's construction of this multiplicative relationship and an examination of the teacher's adaptation of learning situations (tasks) and teacher-learner interactions to fit within the constraints of the children's math activity.

Tzur, R.
Journal for Research in Mathematics Education, Vol. 30 (4), 390-416.
Related Research
Content Area: 
Grade Level: 
early elementary
intermediate elementary
IDEA Disability Category: 
emotional disturbance
major-other health impairment
specific learning disability
speech or language impairment
Instructional Support: 
opportunities to learn concepts
practice and reinforcement activities
NCTM Content Standards: 
number and operations
Counting & Cardinality
Number & Operations in Base Ten
Number & Operations – Fractions
The Number System