Learning fractions using a teaching model designed with applets and the number line: The cases of Alvaro and Fernanda

Overview & Synopsis

As part of a general study, a teaching model for fractions based on applets created with GeoGebra and the number line as a conceptual and didactical resource was designed. The model has eight stages; each one is composed of an interaction-exploration part, and questions to favour students’ thinking about their interaction with the applets. The purpose of the model is to contribute to the building up of better fraction mental object of students who finished elementary school. The performances of two students are characterized in this paper; both improved their fraction mental object. Before the teaching experiment, they only had ideas related to the use of fractions as fracturer. After working with the applets, those ideas changed. Both students could do tasks related to fractions as number and as measurer, particularly, they could represent fractions on the number line, identify which of two fractions was bigger, and distinguish proper and improper fractions.