Abstract
This case study describes the ways in which problems involving additive differences with unknown starting quantities, constrain the problem solver in articulating the inherent quantitative relationship. It gives empirical evidence to show how numerical reasoning takes over as a Grade 6 student instantiates the quantitative relation by resorting to guess-and- check trials. Although our study focuses on a single case study and a set of limited tasks, analysis of the data brings forth the necessity to give more explicit curricular attention to additive differences.
Original language | English |
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Title of host publication | 37th Annual Conference of the Mathematics Education Research Group of Australasia |
Subtitle of host publication | Curriculum in focus: Research guided practice |
Editors | J Anderson, M Cavanagh, A Prescott |
Place of Publication | Adelaide |
Publisher | MERGA Inc |
Pages | 533-540 |
Number of pages | 8 |
ISBN (Print) | 9781920846275 |
Publication status | Published - 2014 |
Event | 37th Annual Conference of the Mathematics Education Research Group of Australasia: Curriculum in focus: Research guided practice - Sydney, Sydney, Australia Duration: 29 Jun 2014 → 3 Jul 2014 |
Conference
Conference | 37th Annual Conference of the Mathematics Education Research Group of Australasia |
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Abbreviated title | MERGA 2014 |
Country/Territory | Australia |
City | Sydney |
Period | 29/06/14 → 3/07/14 |