The construction of an iterative fractional scheme: the case of Joe

Abstract In his paper on A New Hypothesis Concerning Children’s Fractional Knowledge , Steffe (2002) demonstrated through the case study of Jason and Laura how children might construct their fractional knowledge through reorganization of their number sequences. He described the construction of a new kind of number sequence that we refer to as a connected number sequence (CNS). A CNS can result from the application of a child’s explicitly nested number sequence, ENS (Steffe, L. P. (1992). Learning and Individual Differences, 4 (3), 259–309; Steffe, L. P. (1994). Children’s multiplying schemes. In: G. Harel, & J. Confrey (Eds.), (pp. 3–40); Steffe, L. P. (2002). Journal of Mathematical Behavior, 102 , 1–41) in the context of continuous quantities. It requires the child to incorporate a notion of unit length into the abstract unit items of their ENS. Connected numbers were instantiated by the children within the context of making number-sticks using the computer tool TIMA: sticks. Steffe conjectured that children who had constructed a CNS might be able to use their multiplying schemes to construct composite unit fractions. (In the context of number-sticks a composite unit fraction could be a 3-stick as 1/8 of a 24-stick.) In the case of Jason and Laura, his conjecture was not confirmed. Steffe attributed the constraints that Jason and Laura experienced as possibly stemming from their lack of a splitting operation for composite units . In this paper we shall demonstrate, using the case study of Joe, how a child might construct the splitting operation for composite units, and how such a child was able to not only confirm Steffe’s conjecture concerning composite unit fractions, but also give support to our reorganization hypothesis by constructing an iterative fractional scheme (and consequently, a fractional connected number sequence ( FCNS )) as a reorganization of his ENS.