Guided Inquiry learning of fractions – a representational approach

Stefan Schumacher 1, * Jürgen Roth 1
* Auteur correspondant
Abstract : We present a theoretical model of a representational approach to inquiry based learning (IBL) in this paper. In IBL-environments, students investigate a mathematical domain by using multiple representations such as dynamic simulations and hands-on material guided by specially designed textbooks. In the empirical part, we describe a study focussing on self-generated representations by students with the aim of representing procedures and results.
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Konrad Krainer; Naďa Vondrová. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic. pp.2545-2551, Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education
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Stefan Schumacher, Jürgen Roth. Guided Inquiry learning of fractions – a representational approach. Konrad Krainer; Naďa Vondrová. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Feb 2015, Prague, Czech Republic. pp.2545-2551, Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education. 〈hal-01289374〉

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