By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby
A spotlight on Fractions is the 1st booklet to make cognitive examine on how scholars increase their figuring out of fraction suggestions without difficulty obtainable and comprehensible to pre- and in-service ok– eight arithmetic educators. this crucial source assists academics in translating learn findings into their lecture room perform by way of conveying distinctive information regarding how scholars boost fraction understandings in addition to universal pupil misconceptions, error, preconceptions, and partial understandings that can intervene with scholars learning.? utilizing vast annotated samples of scholar paintings, in addition to vignettes attribute of school room lecturers’ studies, this ebook equips educators with wisdom and instruments to bare scholars’ pondering that allows you to adjust their instructing to enhance pupil studying of fractions concepts.? precise good points: finish of bankruptcy Questions supply lecturers the chance to investigate pupil pondering and view tutorial concepts for his or her personal scholars. educational hyperlinks support academics relate suggestions from the bankruptcy to their very own recommendations and courses. substantial principles and learn stories body the chapters and supply a platform for significant exploration of the instructing of fractions. solution Key published on-line deals large reasons of in-chapter questions. a spotlight on Fractions bridges the space among what arithmetic schooling researchers have stumbled on in regards to the studying of fraction innovations and what academics want to know to make powerful educational judgements.
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Additional info for A Focus on Fractions: Bringing Research to the Classroom
Inappropriate use of whole number reasoning often results in students making errors when they: • • • • • locate fractions on a number line; compare fractions; identify fractional parts of wholes; estimate the magnitude of fractions; or operate with fractions. This chapter will describe the nature of inappropriate use of whole number reasoning as illustrated in student work, and will help you to think through ways in which you can assist your students to interpret fractions as quantities. Many teachers in the OGAP studies were surprised at how readily their students inappropriately applied whole number reasoning to all aspects of fractions.
Smith’s class and the number of students in Mr. Taylor’s class) are diﬀerent sizes. To solve the problem, they each speciﬁed wholes that would prove their case. Toni’s and Samantha’s solutions both reﬂected the situation. 22. Jayden solved the same problem as Samantha and Toni. However, Jayden’s model of the same size and same number of parts does not reﬂect the situation. 22 to a problem in which the understood wholes are the same is an example of a common problem found when students use models to compare fractions.
He comes to class with a paper bag ﬁlled with candy bars. He then says, “I have candy bars in this bag. ” Every year that Mr. Brown has done this activity almost all the students want a whole candy bar. The few students who don’t like candy often ask for 12 of a candy bar. Mr. Brown then hands out mini candy bars to the students who want a whole candy bar and 12 of a large candy bar to those who only wanted 12. Naturally, none of the students are happy! Mr. Brown’s activity makes clear that the size of the whole is critical when determining a fraction of a whole.