Elementary students’ developing conceptions of magnitudes of improper and mixed fractions
Mathematical Thinking and Learning, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/10986065.2026.2735882
- Dergi Adı: Mathematical Thinking and Learning
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Aerospace Database, Agricultural & Environmental Science Database, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Materials Science & Engineering Collection (ProQuest), Technology Collection (ProQuest)
- Anahtar Kelimeler: Fraction magnitude, improper fractions, mixed fractions, multiple representations, quantitative reasoning
- Kocaeli Üniversitesi Adresli: Evet
Özet
This design-based study used quantitative reasoning to develop and test a hypothetical learning trajectory enriched by multiple representations to support fourth graders’ understanding of fraction magnitudes greater than one. The classroom teaching experiment was conducted in a Turkish public school. Students’ reasoning was examined from a quantitative reasoning perspective, focusing on partitioning and iterating operations and forms of quantification, with Selma selected as the focus student for presenting qualitative findings. Most students initially perceived improper and mixed fractions as different quantities and interpreted fractions as two separate whole numbers. Coordinating partitioning and iterating supported their understanding of improper and mixed fractions, with later-developing iteration playing a key role in magnitude reasoning. For Selma, constructing unit fractions and flexibly coordinating area models and number lines supported more comprehensive quantification of fraction magnitudes.