Individual differences in students' knowing and learning about fractions: Evidence from an in-depth qualitative study

摘要: We present the results of an in-depth qualitative study that examined ninth graders’ conceptual and procedural knowledge fractions as well their approach to mathematics learning, in particular fraction learning. traced individual differences, even extreme, way students combine two kinds knowledge. also provide preliminary evidence indicating with strong adopt a deep learning (associated intention understand), whereas poor superficial reproduce). These findings suggest differ they reason learn about systematic ways could be used inform future quantitative studies.