Cookies on plates: Extending Fibonacci-like numbers to fractions in a 3rd grade classroom

Sergei  Abramovich; Laura L.  Griffin

doi:10.59400/fes2310

Cookies on plates: Extending Fibonacci-like numbers to fractions in a 3rd grade classroom

Sergei Abramovich Department of Teacher Education, School of Education and Professional Studies, State University of New York, Potsdam, NY 13676, United States
Laura L. Griffin Department of Teacher Education, School of Education and Professional Studies, State University of New York, Potsdam, NY 13676, United States

Article ID: 2310

Keywords: mathematical problem solving; teacher education; grade school; collateral creativity; Fibonacci-like numbers; technology; computational triangulation

Abstract

The paper is written to share the authors’ ongoing research project of bringing elements of problem-solving curriculum of elementary mathematical teacher education to grade school. Exploring 3rd graders’ understanding of tasks with more than one correct answer, their ability to move from visual to symbolic, and pattern recognition as a problem-solving method using the playful context of cookies on plates structured by Fibonacci-like numbers resulted in several outcomes, both expected and unexpected. Mathematical interpretation of those outcomes provided new ideas to be discussed with teacher candidates. The collateral creativity of a 3rd grader in representing half a cookie made it possible to extend Fibonacci-like numbers to fractions and support this extension with the use of multiple digital instruments, including spreadsheets, Wolfram Alpha, and the Graphing Calculator under the conceptual umbrella of computational triangulation.

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Published

2025-02-24

How to Cite

Abramovich, S., & Griffin, L. L. (2025). Cookies on plates: Extending Fibonacci-like numbers to fractions in a 3rd grade classroom. Forum for Education Studies, 3(1), 2310. https://doi.org/10.59400/fes2310

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