What is the Whole in Cornhole? Introducing and Capitalizing upon Disequilibrium with Fraction Operations
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Publisher:Ohio Council of Teachers of Mathematics
Citation:Ohio Journal of School Mathematics, no. 67 (2013), 33-41.
In this article, we describe a lesson study process aimed at examining and refining division of fractions experiences with pre-service teachers. Through a deliberate, research-based design process, the authors constructed a lesson focused on explicating the nature and mechanics of the traditional fraction division algorithm; however, implementation revealed unexpected yet powerful mathematical experiences that existed aside from the primary lesson goals. Specifically, pre-service teachers experienced significant disequilibrium regarding the shifting nature of "the whole" when working on a particular subset of lesson tasks. The authors describe their design process, implementation, and present several conclusions gleaned from this experience.
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