By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby

A spotlight on Fractions is a groundbreaking attempt to make the maths schooling study on how scholars strengthen their figuring out of fraction recommendations simply obtainable and comprehensible to pre- and in-service okay- eight arithmetic educators. utilizing wide annotated samples of pupil paintings, in addition to vignettes attribute of school room academics' reviews, this booklet equips educators with the information andRead more...

summary: a spotlight on Fractions is a groundbreaking attempt to make the math schooling examine on how scholars strengthen their knowing of fraction strategies quite simply obtainable and comprehensible to pre- and in-service ok- eight arithmetic educators. utilizing large annotated samples of pupil paintings, in addition to vignettes attribute of school room lecturers' reports, this e-book equips educators with the data and instruments to bare scholars' pondering as a way to alter their educating and increase pupil studying of fraction strategies. a spotlight on Fractions 2d variation comprises sections at the

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**Extra resources for A focus on fractions: bringing research to the classroom**

**Example text**

Consider their responses and then answer the following questions. 12â•‡ Mark’s response. 13â•‡ Kim’s response. A) 0 B) 1 2 C) 5 D) 8 36â•‡ •â•›â•›â•›â†œFractions Are Quantities a. What was Mark able to do? What is the evidence in Mark’s response that leads one to believe that his ability to compare 35 to a benchmark fraction is developing, but is still fragile and easily destabilized? Explain. b. What was Kim able to do? What is the evidence that Kim is using sound fractional reasoning? Explain.

Using equivalence/common denominators (BehrÂ€& Post, 1992). These reasoning strategies are examined in more detail in ChapterÂ€5, Comparing and Ordering Fractions, and in ChapterÂ€8, Equivalent Fractions and Comparisons. Five Ways to Represent Mathematical Concepts: Some Implications for Fraction Instruction The focus of this chapter has been on the use of both drawings (visual models) and manipulatives to represent fraction concepts. Having students interact with and develop their own visual models using diagrams and manipulatives are important ways to develop students’ understanding of fractions.

Gym was used for a football game. Which game used more of the gym? Given the Part, What Is the Whole? Some students also have a difficult time determining the whole when they are given just a part of the whole (BehrÂ€& Post, 1992), particularly when dealing with fractions that are NOT unit fractions (OGAP, 2005). Examples of student work that address this research are shownÂ€next. What Is the Whole? 23 provide an example of a solution in which a student was successful finding the whole when given a part with a unit fraction, but not when given a non-unit fraction.