Resumen

AMARAL, Camila Augusta do Nascimento; SOUZA, Maria Alice Veiga Ferreira de  y  POWELL, Arthur Belford. Construction of the fraction concept from a measurement perspective: contributions of the 4A Instructional Model. Relime [online]. 2022, vol.25, n.3, pp.263-288.  Epub 14-Ago-2023. ISSN 2007-6819.  https://doi.org/10.12802/relime.22.2531.

Researches reveals that the robust understanding of fractions shapes students’ future mathematics performance and that their fraction knowledge may depend on how it is taught. Researchers report that teaching fractions from a measuring perspective can promote students’ conceptual understandings. We investigate this hypothesis with brazilian elementary school students and use the pedagogical approach, 4A Instructional Model. Results reveal that the students demonstrated conceptual knowledge about the magnitude comparison of fractions and the construction of equivalence of fractions. They were able evoke mental images of this content and write competently mathematical expressions of fraction magnitude comparisons. Further research is needed to investigate how the measuring perspective taught through the 4A Instructional Model influences students’ understanding about the arithmetic operations of fractions.

Palabras llave : Fraction; Measuring; 4A Instructional Model; Teaching; Learning.

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