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Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms pp 135–143Cite as

Grade 9 Students’ Reasoning About Division of Fractions: What Are their Arguments Anchored in?

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Abstract

This paper studies secondary school student’s mathematical reasoning when solving tasks about fractions. The aim is to explore what the mathematical foundation is replaced with in their reasoning when reasoning is classified as imitative. Two different foundations were found: incorrect mathematical properties not relevant to the task and beliefs about mathematics and mathematics education. The results suggest that a focus on reasoning provides additional information about students’ knowledge about fractions beyond standard error analysis.

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Authors and Affiliations

  1. Department of Mathematics and Science Education, Stockholm University, Stockholm, Sweden

    Lovisa Sumpter

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  1. Lovisa Sumpter
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Correspondence to Lovisa Sumpter .

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Editors and Affiliations

  1. Mathematics Education, Linnaeus University, Växjö, Sweden

    Hanna Palmér

  2. Mathematics Education, Linnaeus University, Växjö, Sweden

    Jeppe Skott

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Sumpter, L. (2018). Grade 9 Students’ Reasoning About Division of Fractions: What Are their Arguments Anchored in?. In: Palmér, H., Skott, J. (eds) Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms. Springer, Cham. https://doi.org/10.1007/978-3-319-70244-5_13

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  • DOI: https://doi.org/10.1007/978-3-319-70244-5_13

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-70243-8

  • Online ISBN: 978-3-319-70244-5

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