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NOMAD – 24(2), 2019

Volume 24, No 2, June 2019

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Editorial

Trond Stølen Gustavsen and Olav Gravir Imenes
Investigating the fit of a model for students’ understanding of fractions in a Norwegian context
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Abdel Seidouvy, Ola Helenius and Maike Schindler
Authority in students’ peer collaboration in statistics: an empirical study based on inferentialism
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Svanhild Breive
Engaging children in mathematical discourse: a kindergarten teacher’s multimodal participation
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Kristina Juter
University students’ general and specific beliefs about infinity, division by zero and denseness of the number line
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Skapad: 2019-06-19 kl. 16:09

NOMAD 24(2), 2019

Investigating the fit of a model for students’ understanding of fractions in a Norwegian context

Trond Stølen Gustavsen and Olav Gravir Imenes

Abstract
To capture the complexity of students’ understanding of fractions, a model linking part-whole to the subconstructs ratio, operator, quotient and measure has been proposed. We ask if this model is compatible with students’ achievements in a Norwegian context. Responses from 638 students were analysed using structural equation modelling (SEM), and a good fit of the model was obtained after removing the ratio subconstruct. In particular, part-whole is seen to be important for operator, quotient and measure. Using qualitative analysis of interviews, we found reasoning associated with ratio, with a weak link to the part-whole subconstruct.

Trond Stølen Gustavsen
Trond Stølen Gustavsen is Professor of mathematics at the University of South-Eastern Norway and Professor of mathematics/mathematics education at the University of Bergen. He holds a Dr. Scient. degree from the University of Oslo and has done research in pure mathematics. Gustavsen is editor and co-author of textbooks for mathematics teacher education and his research interests include the teaching and learning of fractions and argumentation and proof.

Olav Gravir Imenes
Olav Gravir Imenes is Associate Professor of mathematics/mathematics education at Oslo Metropolitan University. He has a Ph.D. in mathematics from the University of Oslo in the subject of non-commutative algebraic geometry and has published research in mathematics education and contributed to textbooks for teacher education in mathematics. His research interests include non-commutative algebraic geometry and the teaching and learning of fractions.

Skapad: 2019-06-19 kl. 15:47