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dc.creatorLane, Catherine Pullin
dc.creatorThomas, Jonathan Norris
dc.creatorHarkness, Shelly Sheats
dc.date.accessioned2016-09-14T23:24:13Z
dc.date.available2016-09-14T23:24:13Z
dc.date.issued2013
dc.identifier.citationOhio Journal of School Mathematics, no. 67 (2013), 33-41.en_US
dc.identifier.issn2472-5986 (print)
dc.identifier.urihttp://hdl.handle.net/1811/78173
dc.description.abstractIn 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.en_US
dc.language.isoen_USen_US
dc.publisherOhio Council of Teachers of Mathematicsen_US
dc.rightsThis object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the bounds of Fair Use or other exemptions to copyright law must be obtained from the copyright holder.en_US
dc.subjectlesson studyen_US
dc.subjectelementaryen_US
dc.subjectpreservice teachersen_US
dc.subjectfractionsen_US
dc.titleWhat is the Whole in Cornhole? Introducing and Capitalizing upon Disequilibrium with Fraction Operationsen_US
dc.typeArticleen_US


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