ABSTRACT

The Ongoing Assessment Project (OGAP) Fraction Framework was developed from mathematics education research on how students learn fraction concepts and is a valuable tool to help teachers select or design tasks, understand evidence in student work, make instructional decisions, and provide actionable feedback to students. This chapter shows how one can use the framework as an instructional and planning tool. The framework levels represent the continuum of evidence from Non-Fractional to Application that is visible in student work as students develop their understanding and fluency involving fraction concepts and skills. The OGAP Fraction Framework consists of three sections such as Fraction Problem Structures, the OGAP Fraction Progression, and Underlying Issues or Errors that may be interfering with students learning new concepts. The chapter presents case studies of Noah's response, Jayden's response, Emma's response, and Ethan's response.