Staff View
Through a teacher's lens

Descriptive

TypeOfResource
Text
TitleInfo
Title
Through a teacher's lens
SubTitle
children's constructions of division of fractions
Identifier
etd_preRUETD
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000055124
Identifier (type = doi)
doi:10.7282/T3K0745X
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Genre (authority = marcgt)
thesis
Subject (authority = RUETD)
Topic
Mathematics Education
Subject (authority = ETD-LCSH)
Topic
Mathematics--Study and teaching (Elementary)--New Jersey--Case studies
Subject (authority = ETD-LCSH)
Topic
Fractions
Abstract (type = abstract)
Problem solving and computation involving division of fractions are difficult for adults and children alike, and regarded by educators to be among the most difficult topics in the elementary mathematics curriculum (Ma, 1999). One explanation for the problem is that learning how to divide fractions is often taught devoid of meaning. The lack of sense making in carrying out algorithms procedurally without making connections to concrete or other types of representations contributes to perplexity. This study explores how children build
ideas about the division of fractions in the absence of instruction of algorithms. This research has two components. The first and primary aspect of this
research focuses on a segment of a yearlong classroom-based study of the development of mathematical ideas about fractions, prior to the formal
introduction of algorithms, with a group of twenty-five nine to ten year old children from a suburban public elementary school in New Jersey. The second
replicates the work with an intervention by this researcher with a class of thirteen ten to eleven year old students at a private parochial school in Piscataway, New Jersey. For the first component, data came from videotapes of four one-hour classroom sessions recorded by three cameras, each positioned in a different area of the classroom; children's written work; and researcher's notes. Detailed narratives of the videotapes were coded to flag elements that would illustrate children's justification and reasoning, how and to whom children's ideas were expressed, what types of representations were created and how researchers
interacted with children. For the second component, the database consists of students' written work and researchers' notes. Analysis of the data indicated that children in both groups built and successfully justified models that illustrated the division of a natural number by a unit-fraction and by a non-unit fraction. They supported their arguments with pictorial representations and verbal explanations and built generalizations about the division of a natural number by a fraction.
PhysicalDescription
Form (authority = gmd)
electronic resource
Extent
vii, 396 p. : ill.
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note (type = degree)
Ed.D.
Note
Includes abstract
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Sylvia Bulgar
Name (type = personal)
NamePart (type = family)
Bulgar
NamePart (type = given)
Sylvia
Role
RoleTerm (authority = RULIB); (type = code)
author
Name (type = personal)
NamePart (type = family)
Mahar
NamePart (type = given)
Carolyn A
Role
RoleTerm (authority = RULIB); (type = code)
chair
Name (type = personal)
NamePart (type = family)
Schorr
NamePart (type = given)
Roberta Y
Role
RoleTerm (authority = RULIB); (type = code)
internal member
Name (type = personal)
NamePart (type = family)
Speiser
NamePart (type = given)
Robert
Role
RoleTerm (authority = RULIB); (type = code)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB); (type = text)
Degree grantor
Name (type = corporate)
NamePart
Graduate School--New Brunswick
Role
RoleTerm (authority = RULIB); (type = code)
school
OriginInfo
DateCreated (qualifier = exact)
2002
DateOther (qualifier = exact); (type = degree)
2002
Place
PlaceTerm (type = code)
xx
RelatedItem (type = host)
TitleInfo
Title
Graduate School - New Brunswick Electronic Theses and Dissertations
Identifier (type = local)
rucore19991600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (AUTHORITY = GS); (ID = rulibRdec0006)
The author owns the copyright to this work
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
RightsHolder (ID = PRH-1); (type = personal)
Name
FamilyName
Bulgar
GivenName
Sylvia
Role
Copyright holder
RightsEvent (ID = RE-1); (AUTHORITY = rulib)
Type
Permission or license
DateTime
2002-05-30
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Technical

ContentModel
ETD
MimeType (TYPE = container)
application/x-tar
FileSize (UNIT = bytes)
35993600
Checksum (METHOD = SHA1)
fba76dffbbe8866bd0e027f4897ea43b92cb5f00
MimeType (TYPE = file)
application/pdf
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