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Rachel's Schemes for Constructing Fraction Knowledge
This article focuses on the behaviour of nine year old Rachel as she constructed knowledge about fractions over a five month period. In particular, it is concerned to explain behavioural regularities for which certain mental processes, called 'schemes', are deemed responsible. Particular p...
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Published in: | Educational studies in mathematics 1986-02, Vol.17 (1), p.49-66 |
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Main Author: | |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
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Summary: | This article focuses on the behaviour of nine year old Rachel as she constructed knowledge about fractions over a five month period. In particular, it is concerned to explain behavioural regularities for which certain mental processes, called 'schemes', are deemed responsible. Particular patterns of behaviour are accounted for by different kinds of scheme. Schemes that Rachel used to solve fractional number problems will first be distinguished. The roles played by Rachel's schemes are examined in the dynamic setting of a teaching experiment. An analysis of interactions between certain schemes is provided in the context of Rachel's efforts to learn about fifths. |
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ISSN: | 0013-1954 1573-0816 |
DOI: | 10.1007/BF00302378 |