Reflection: Language Function
The language function of the three lessons was representing fractions using concrete and pictorial objects..
The video clip used for evidence is video 1, lesson 1 provided in task 2. Specifically at 5:47 you hear a student reasoning about how many equal parts he has in his whole using the fraction strip that he partitioned into halves. All students could represent the fraction ½ by partitioning their whole into two equal parts. At 8:15 you can hear a student making sense about what fraction is represented by each part of the whole. The student says “I think it’s a half because it’s half of the bar and not the whole bar.” The student continues to refer back to the representation of ½ that she made by partitioning her fraction strip into two equal parts. From 8:15-8:33 she continues to compare a half to the whole that it is a part of. She says that “if you did this (unfolds fraction strip) that would have been a whole, but it’s not like that. It is just one half.” The student is showing understanding that the fraction is part of the whole that she manipulated. Upon reflection, I would have encouraged her to talk about how the number of equal parts in her whole prompted her to say that each part was worth one half. This would allow her to connect her reasoning with the reasoning that her classmate made earlier regarding the two equal parts that they had in their whole. The language function advanced student understanding by connecting their reasoning about fractions to a
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