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The impact of the teacher's questions on the learning of part-whole relations and a benchmark model in fractions

dc.contributor.advisorLawson, Alex
dc.contributor.authorSo, Jonathon
dc.date.accessioned2015-06-15T20:27:42Z
dc.date.available2015-06-15T20:27:42Z
dc.date.created2014
dc.date.issued2015-06-15
dc.identifier.urihttp://knowledgecommons.lakeheadu.ca/handle/2453/646
dc.description.abstractThe focus of this case study was to explore how my questions as a teacher impacted my students‟ construction of part-whole relations and their use of a benchmark model in learning fractions. The research conducted in my classroom comprised of 12 Gr. 4 students and 12 Gr. 5 students. There were 13 boys and 11 girls. A pre-test, instruction and post-test sequence was used. The teaching unit was developed to assist the students in building a benchmark model for comparing and ordering fractions and to develop an understanding that a fraction is a relationship between its parts and the whole. A math class consisted of a small mini-lesson, which focused the students‟ thinking, a contextual problem that they solved in pairs, and a congress in which the strategies and solutions were debriefed and discussed. At the beginning of the unit most, but not all, of my students struggled with these concepts, but by the end of the unit most were comfortably using the benchmark model and had a very good understanding that a fraction was a relationship between its parts and the whole.en_US
dc.language.isoen_USen_US
dc.subjectBenchmark modelen_US
dc.subjectLearning fractionsen_US
dc.subjectTeaching mathematicsen_US
dc.titleThe impact of the teacher's questions on the learning of part-whole relations and a benchmark model in fractionsen_US
dc.typeThesisen_US
etd.degree.nameM.Ed.en_US
etd.degree.levelMasteren_US
etd.degree.disciplineEducationen_US
etd.degree.grantorLakehead Universityen_US
dc.contributor.committeememberBartley, Anthony


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