Abstract
This chapter presented a qualitative study that had investigated three fourth-grade students’ growth of mathematical understanding of average by using the Pirie–Kieren dynamical theory. The results indicated: Significant instances of Primitive Knowing, Image Making, Image Having, Property Noticing, Formalizing were identified and examined in detail. The teacher interventions were to provide students with opportunities for them to independently construct or modify their personal images.
Wu, J. (2014). Growth on fourth-grade students’ mathematical understanding of average. In D. Ben-Zvi, & K. Makar (Eds.), Teaching and learning of statistics: International perspectives (pp. 123–124). Haifa, Israel: Statistics Education Center, The University of Haifa.
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Cai, J. (2000). Understanding and representing the arithmetic averaging algorithm: An analysis and comparison of US and Chinese students’ responses. International Journal of Mathematical Education in Science and Technology, 31(6), 839–855.
Pirie, S. E. B., & Kieren, T. E. (1994). Growth in mathematical understanding: How can we characterize it and how can we represent it? Educational Studies in Mathematics, 26(2–3), 165–190.
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Wu, J. (2016). Growth on Fourth-Grade Students’ Mathematical Understanding of Average. In: Ben-Zvi, D., Makar, K. (eds) The Teaching and Learning of Statistics. Springer, Cham. https://doi.org/10.1007/978-3-319-23470-0_16
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DOI: https://doi.org/10.1007/978-3-319-23470-0_16
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-23469-4
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