Volume 1, Issue 2
  • ISSN 1569-2167
  • E-ISSN: 1569-9803
Buy:$35.00 + Taxes


The case study reported here models a Cognitive Tool (CT) for primary school children to learn common fraction addition/subtraction with unlike denominators. In the study, we developed a CT based on a cognitive task analysis of the domain. We then observed how 12 learners used this CT to understand fraction operations based on a knowledge of fraction equivalence. Results of the study indicate that the support offered by the CT aids learners with higher ability in mathematics to produce cognitive residues. The graphical partitioning model helps to link the concrete operations of partitioning with the abstract idea of a common denominator required for adding/subtracting fractions with unlike denominators. However, learners who have failed to develop the knowledge of fraction equivalence, which includes the concept of equivalence and the ways of finding it, cannot gain much from working with the CT. A model of affordances for improving the design of the CT to meet the diverse needs of learners is discussed.


Article metrics loading...

Loading full text...

Full text loading...

  • Article Type: Research Article
Keyword(s): cognitive task analysis; cognitive tool (CT); common fraction; evaluation
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error