Using conceptual metaphors as lenses to understand fifth-grade students’ understanding of fraction constructs
Résumé
In this paper, we use video documentation to examine fifth-grade students’ use of metaphors as they in small groups in a whole-class setting are engaged in a practical learning activity about fractions in the everyday life context of a vegetable garden. Our study aims to understand how the students collaboratively conceptualise different constructs of fractions. In our analysis, we link metaphor analysis with fraction constructs as described in the literature. From the students' verbal and non-verbal language, we deduced three conceptual metaphors, ‘fractions as containers’, ‘fractions as separating parts’, and ‘fractions as sizes’, as indicators for students’ understanding of the fraction constructs. Based on our findings, we conclude that using metaphors as lenses can help get a better grasp of students’ understanding of fraction constructs.
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