Evolution of Unit Fraction Conceptions in Two Fifth-Graders with a Learning Disability: An Exploratory Study
The literature seems limited in what is known about conceptual processes that underlie evolution of students with learning disabilities (SLD) conceptions of fractions. This exploratory study examines how a foundational scheme of unit fractions (1/n) may evolve through the mathematical activity of two fifth grade girls. We analyze data segments from episodes conducted during a teaching experiment grounded in the activity of iterating estimates of one person's equal share.
This exploratory study examines how a foundational scheme of unit fractions (1/n) may evolve through the mathematical activity of two fifth grade girls.