Young children's partitioning strategies |
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| Authors: | Kathy Charles Rod Nason |
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| Institution: | (1) Centre for Mathematics and Science Education, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Q 4059 Brisbane Queensland, Australia;(2) Mathematical Thinking and Learning, Australia Telephone |
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| Abstract: | Taxonomies for classifying children's partitioning strategies have generally focused on the contexts in which the strategies
occur and whether the strategies generate fair shares. Therefore, the overall aim of this study was to increase our knowledge
about young children's partitioning strategies by setting out not only to identify new partitioning strategies but also to
develop a taxonomy for classifying young children's partitioning strategies in terms of their ability to facilitate the abstraction
of the partitive quotient fraction construct from the concrete activity of partitioning objects and/or sets of objects. Clinical
interviews were conducted with twelve purposely-selected Year Three students. Each student was presented with a unique set
of realistic partitioning tasks. The paper concludes with a taxonomy for: (i) qualitatively evaluating a child's progress
towards the abstraction of the partitive quotient fraction construct, and (ii) planning and implementing teaching interventions
commensurate with the child's level of progress towards the abstraction of the partitive quotient fraction construct. This
taxonomy provides researchers and teachers with means of better utilising children's informal partitioning strategies as the
foundation upon which to further develop their understandings of the partitive quotient fraction construct.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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| Keywords: | analog objects children's informal knowledge conceptual mapping fair shares partitive quotient fraction construct partitioning tasks partitioning strategies quantification taxonomy teaching interventions |
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