RUME 26
2024
Omaha, Nebraska
Tasks for Exploring Fraction Understandings of Undergraduate Developmental Mathematics Students
Page: 1459
Existing studies about the fraction thinking of undergraduate developmental mathematics students seem to take a deficit perspective, focusing more on what students in this demographic do not understand about fractions rather than reporting what is productive in their thinking (Alexander, 2013; Baker et al., 2012; Doyle et al., 2015). In this poster, I will report on tasks that I developed to examine the fraction thinking that undergraduate developmental mathematics students can utilize. I drew from existing K–12 fraction literature when designing these tasks to be used during clinical interviews.