Abstract
Examples and explanations are inherent elements of mathematics learning and teaching. This study explores the relationship between examples and explanations given for the same concept. Results indicated that for the concept of parity, fifth grade students offer different explanations for different examples. However, for the concept of equivalent fractions, algorithmic explanations were most preferred. [For the complete proceedings, see ED597799.]
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Joint Meeting of PME 38 and PME-NA 36 |
| Editors | Peter Liljedahl, Susan Oesterl, Cynthia Nicol, Darien Allan |
| Publisher | PME |
| Pages | 105-112 |
| Volume | 4 |
| ISBN (Print) | 9780864913647 |
| State | Published - 2014 |
| Event | The 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education - Vancouver, Canada Duration: 15 Jul 2014 → 20 Jul 2014 |
Publication series
| Name | PME Conference. Proceedings |
|---|---|
| Publisher | The International Group for the Psychology of Mathematics Education |
| Volume | PME 38 / PME-NA 36 |
| ISSN (Print) | 0771-100X |
Conference
| Conference | The 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education |
|---|---|
| Abbreviated title | PME 38/PME-NA 36 |
| Country/Territory | Canada |
| City | Vancouver |
| Period | 15/07/14 → 20/07/14 |
Keywords
- ERIC, Resources in Education (RIE)
- Elementary Education
- Grade 5
- Intermediate Grades
- Middle Schools
- Mathematics Instruction
- Mathematical Concepts
- Elementary School Mathematics
- Mathematical Logic
- Models
- Teaching Methods
- Fractions
- Concept Formation