International Electronic Journal of Mathematics Education

Why Johnny Can’t Apply Multiplication? Revisiting the Choice of Operations with Fractions
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2011 - Volume 6 Issue 2, pp. 65-88
  • Published Online: 08 Aug 2011
  • Article Views: 602 | Article Download: 733
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Prediger S. Why Johnny Can’t Apply Multiplication? Revisiting the Choice of Operations with Fractions. Int Elect J Math Ed. 2011;6(2), 65-88.
APA 6th edition
In-text citation: (Prediger, 2011)
Reference: Prediger, S. (2011). Why Johnny Can’t Apply Multiplication? Revisiting the Choice of Operations with Fractions. International Electronic Journal of Mathematics Education, 6(2), 65-88.
Chicago
In-text citation: (Prediger, 2011)
Reference: Prediger, Susanne. "Why Johnny Can’t Apply Multiplication? Revisiting the Choice of Operations with Fractions". International Electronic Journal of Mathematics Education 2011 6 no. 2 (2011): 65-88.
Harvard
In-text citation: (Prediger, 2011)
Reference: Prediger, S. (2011). Why Johnny Can’t Apply Multiplication? Revisiting the Choice of Operations with Fractions. International Electronic Journal of Mathematics Education, 6(2), pp. 65-88.
MLA
In-text citation: (Prediger, 2011)
Reference: Prediger, Susanne "Why Johnny Can’t Apply Multiplication? Revisiting the Choice of Operations with Fractions". International Electronic Journal of Mathematics Education, vol. 6, no. 2, 2011, pp. 65-88.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Prediger S. Why Johnny Can’t Apply Multiplication? Revisiting the Choice of Operations with Fractions. Int Elect J Math Ed. 2011;6(2):65-88.

Abstract

The inadequate choice of operations and misleading interpretations of operations are major obstacles for students to mathematize and solve word problems successfully. Based on theoretical considerations on conceptual change concerning interpretations, this article reports on an empirical study conducted with 830 students. It extends existing investigations on the issue in three ways: 1. by focusing on fractions rather than on decimals, 2. by using an enriched test design, including several aspects of competence and various models for multiplication, and 3. by a deeper explorative analysis of 197 reasons for choices given in an operation choice item format with open responses. The article extends existing theoretical approaches to the problem by reconstructing four main strategies for choosing operations.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.