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Which Is Greater: One Half or Two Fourths? An Examination of How Two Grade 1 Students Negotiate Meaning

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Abstract

A developing body of research in classroom mathematics discourse indicates that teacher facilitation can be specific and supportive without interfering in productive student talk. Students, including those who are struggling in mathematics or lack confidence, can benefit from exploring challenging mathematics and engaging in math-talk. In this study, one teacher videotaped two academically struggling Grade 1 students engaged in a mathematical debate. Transcript analysis illustrated that the student pair used math-talk guidelines to explain their thinking and ask one another clarifying questions, gaining a deeper understanding of equivalent fractions in the process.

Résumé

Un nombre croissant de recherches sur le discours mathématique en classe indiquent que l’intervention des enseignants peut être à la fois spécifique et favorable, sans pour autant entraver le discours productif des élèves. Les élèves, y compris ceux qui éprouvent des difficultés en mathématiques ou qui manquent de confiance en eux dans ce domaine, peuvent tirer avantage d’activités servant à explorer certaines idées mathématiques et à en discuter. Dans cette étude, un enseignant a filmé deux élèves de première année ayant des difficultés en mathématiques, au cours d’un débat sur une question mathématique. Une analyse des transcriptions montre que les deux élèves se sont servis des Directives sur le discours mathématique pour illustrer leur pensée et se poser l’un à l’autre des questions de clarification, ce qui leur a permis de mieux comprendre les équivalences de fractions.

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Authors and Affiliations

  1. Trent University, 1600 West Bank Drive, Peterborough, Ontario, K9H 1T1, Canada

    Catherine D. Bruce & Tara Flynn

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  1. Catherine D. Bruce
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  2. Tara Flynn
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Correspondence to Catherine D. Bruce.

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Bruce, C.D., Flynn, T. Which Is Greater: One Half or Two Fourths? An Examination of How Two Grade 1 Students Negotiate Meaning. Can J Sci Math Techn 11, 309–327 (2011). https://doi.org/10.1080/14926156.2011.570475

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  • DOI: https://doi.org/10.1080/14926156.2011.570475

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