“Can any fraction be turned into a decimal?” A case study of a mathematical group discussion
 M.C. O'Connor
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This case study examines two days of teacherled large group discussion in a fifth grade about a mathematical question intended to support student exploration of relationships among fraction and decimal representations and rational numbers. The purpose of the analysis is to illuminate the teacher’s work in supporting student thinking through the use of a mathematical question embedded in a positiondriven discussion. The focus is an examination of the ways that the emergence of mathematical ideas is partially shaped by complex interactions among the mathematical contents of the question, the inherent properties of the discourse format and participant structure, and the available computational methods. The teacher’s work is conceptualized in terms of actions and practices that coordinate these diverse tools, in constant response to students’ concurrent use of them.
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 Title
 “Can any fraction be turned into a decimal?” A case study of a mathematical group discussion
 Journal

Educational Studies in Mathematics
Volume 46, Issue 13 , pp 143185
 Cover Date
 20010301
 DOI
 10.1023/A:1014041308444
 Print ISSN
 00131954
 Online ISSN
 15730816
 Publisher
 Kluwer Academic Publishers
 Additional Links
 Topics
 Keywords

 classroom discourse
 group discussion
 mathematical discourse
 representation of rational number
 teacher discourse
 Industry Sectors
 Authors

 M.C. O'Connor ^{(1)}
 Author Affiliations

 1. Boston University, USA