Algebraic and fractional thinking in collective mathematical reasoning

Abstract This study examines the collective mathematical reasoning when students and teachers in grades 3, 4, 5 explore fractions derived from length comparisons, a task inspired by El´konin Davydov curriculum. The analysis showed that was mainly anchored properties related to fractional or algebraic thinking. Further these arguments were characterised interplay between thinking except conclusion stage. In evaluative arguments, two types of appeared be intertwined. Another result is discovery new type argument, identifying which deals with first step solving. Here, different including not initiated only but also students. multilingual classroom large proportion newly arrived. Compared earlier research, this offers more detailed possible patterns within reasoning. An implication appear intertwined than previous suggested.