Variations in Partitive Quotient Strategy Use by Children Who Have Been Taught the Part-Whole Fraction Sub-construct

Abstract This paper presents findings from a study that examined the strategies children, who had only been taught part-whole fraction sub-construct at school, used for finding associated with solving varied partitive quotient problems. A qualitative, microgenetic research design was involving nine year 5 (aged 9–10) children engaged in eight individual task-based interviews over 6-week period. The data analyzed showed across tasks, six of more than one strategy quantifying each person’s share but, by third task, general, child settled into regular pattern use. variations children’s approaches to problems revealed instances when and how interfered engagement Considering that, internationally, is still first many learn schools, are significant, since they provide new, in-depth insights emerging tasks influenced existing knowledge. new evidence intra- inter-individual variation use selection related meaning fractions. highlights education, need teaching introduces different sub-constructs learners early their schooling so fractions does not become representative all