Which Is Greater: One Half or Two Fourths? An Examination of How Two Grade 1 Students Negotiate Meaning

Abstract

A developing body of research in classroom mathematics discourse indicates that teacher facilitation can be specific and supportive without interfering in productive student talk. Students, including those who are struggling in mathematics or lack confidence, can benefit from exploring challenging mathematics and engaging in math-talk. In this study, one teacher videotaped two academically struggling Grade 1 students engaged in a mathematical debate. Transcript analysis illustrated that the student pair used math-talk guidelines to explain their thinking and ask one another clarifying questions, gaining a deeper understanding of equivalent fractions in the process.Résumé: Un nombre croissant de recherches sur le discours mathématique en classe indiquent que l'intervention des enseignants peutêtreà la fois spécifique et favorable, sans pour autant entraver le discours productif desélèves. Lesélèves, y compris ceux quiéprouvent des difficultés en mathématiques ou qui manquent de confiance en eux dans ce domaine, peuvent tirer avantage d'activités servant a explorer certaines idées mathématiques età en discuter. Dans cetteétude, un enseignant a filmé deuxélèves de première année ayant des difficultés en mathématiques, au cours d'un débat sur une question mathématique. Une analyse des transcriptions montre que les deuxélèves se sont servis des Directives sur le discours mathématique pour illustrer leur pensée et se poser l'unà l'autre des questions de clarification, ce qui leur a permis de mieux comprendre leséquivalences de fractions.

Leveraging Number Lines and Unit Fractions to Build Student Understanding: Insights from a Mixed Methods Study

“…A study by Siegler and colleagues (2012), for example, showed that fractions knowledge at age 10 is the strongest predictor of overall success in mathematics at age 16. Challenges with fractions can begin at an early age (Bruce & Flynn, 2011) and persist through schooling and into adulthood, both in daily activity as well as in careers where fractions misconceptions can lead to critical or even fatal errors, such as errors in dosage calculations in medical fields (Ross & Bruce, 2009;Mackie & Bruce, 2016). The stakes are high: a fragile grasp of fractions can damage and/ or limit students' school and career prospects.…”