Semantic and Syntactic Fraction Understanding
This study begins by connecting semantic elaboration with conceptual understanding and syntactic elaboration with proce-dural understanding in the context of fractions. Through case studies and discourse analysis, the work and communication of students in fourth through sixth grade is analyz...
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2018-12-01
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Online Access: | https://www.iejee.com/index.php/IEJEE/article/view/653/376 |
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doaj-d0b81265a0ce4e0a981cc13caa258ebe2020-11-25T03:09:19ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982018-12-0111213514210.26822/iejee.2019248587Semantic and Syntactic Fraction UnderstandingAnass Bayaga0Michael J. Bossé1University of ZululandAppalachian State UniversityThis study begins by connecting semantic elaboration with conceptual understanding and syntactic elaboration with proce-dural understanding in the context of fractions. Through case studies and discourse analysis, the work and communication of students in fourth through sixth grade is analyzed to determine the extent of their semantic and syntactic elaboration regarding fractions and fraction operations. Findings are that, while some students emphasized one form of elaboration over the other, some students demonstrated use of both forms of elaboration. Indeed, it is wondered if semantic and syntactic elaboration should be seen as more complementary than adversarial.https://www.iejee.com/index.php/IEJEE/article/view/653/376Semantic ElaborationSyntactic ElaborationConceptual UnderstandingProcedural Understanding |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Anass Bayaga Michael J. Bossé |
spellingShingle |
Anass Bayaga Michael J. Bossé Semantic and Syntactic Fraction Understanding International Electronic Journal of Elementary Education Semantic Elaboration Syntactic Elaboration Conceptual Understanding Procedural Understanding |
author_facet |
Anass Bayaga Michael J. Bossé |
author_sort |
Anass Bayaga |
title |
Semantic and Syntactic Fraction Understanding |
title_short |
Semantic and Syntactic Fraction Understanding |
title_full |
Semantic and Syntactic Fraction Understanding |
title_fullStr |
Semantic and Syntactic Fraction Understanding |
title_full_unstemmed |
Semantic and Syntactic Fraction Understanding |
title_sort |
semantic and syntactic fraction understanding |
publisher |
Kura Publishing |
series |
International Electronic Journal of Elementary Education |
issn |
1307-9298 1307-9298 |
publishDate |
2018-12-01 |
description |
This study begins by connecting semantic elaboration with conceptual understanding and syntactic elaboration with proce-dural understanding in the context of fractions. Through case studies and discourse analysis, the work and communication of students in fourth through sixth grade is analyzed to determine the extent of their semantic and syntactic elaboration regarding fractions and fraction operations. Findings are that, while some students emphasized one form of elaboration over the other, some students demonstrated use of both forms of elaboration. Indeed, it is wondered if semantic and syntactic elaboration should be seen as more complementary than adversarial. |
topic |
Semantic Elaboration Syntactic Elaboration Conceptual Understanding Procedural Understanding |
url |
https://www.iejee.com/index.php/IEJEE/article/view/653/376 |
work_keys_str_mv |
AT anassbayaga semanticandsyntacticfractionunderstanding AT michaeljbosse semanticandsyntacticfractionunderstanding |
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