Claudia Bertolone-Smith

This study investigated fourth graders’ reasoning about the measurement construct of fractions that emerged during a whole-class teaching experiment.  Students participated in solving tasks which involved fraction magnitude, measurement, and density.  Design research methodology was used to carefully analyze the learning ecology.   The domain specific understanding of fraction magnitude was investigated using flexible design revisions based on student work and discourse which emerged during the unit.  This was used to produce a fraction magnitude unit reflecting an actual learning trajectory of fourth grade students. Additionally, the development of communal efficacy of the classroom towards the learning tasks was monitored and adjusted throughout the unit.