Overview
- Scientific observation serves as a basis for teaching and learning about fractions
- Utilizes a constructivist methodology to teach about fractions--students are taught to construct their own knowledge
- Introduces the Didactique model for Mathematics Education
- Evidence-based examples and templates of the Didactique method are provided
- Includes supplementary material: sn.pub/extras
Buy print copy
About this book
Similar content being viewed by others
Keywords
Table of contents (5 chapters)
Reviews
From the reviews:
“This book, intended for teachers, mathematics education researchers, and mathematicians, is about developing and teaching a curriculum for teaching fractions. … the book describes three ‘adventures’ –– the adventure of the researchers while discovering and testing a curriculum for rational number learning, developed using the theory of didactical situations (Chapter 4), the adventure of the teachers implementing that curriculum (Chapter 3), and the adventures of the students experiencing that curriculum (Chapter 2).” (Annie Selden, MAA Reviews, February, 2014)
Authors and Affiliations
Bibliographic Information
Book Title: Teaching Fractions through Situations: A Fundamental Experiment
Authors: Guy Brousseau, Nadine Brousseau, Virginia Warfield
DOI: https://doi.org/10.1007/978-94-007-2715-1
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2014
Hardcover ISBN: 978-94-007-2714-4Published: 14 August 2013
Softcover ISBN: 978-94-017-8420-7Published: 08 February 2015
eBook ISBN: 978-94-007-2715-1Published: 04 August 2013
Edition Number: 1
Number of Pages: XIV, 218
Topics: Mathematics Education, Applications of Mathematics, Mathematics, general, Learning & Instruction