By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby
A spotlight on Fractions is the 1st publication to make cognitive study on how scholars boost their figuring out of fraction options effectively obtainable and comprehensible to pre- and in-service okay– eight arithmetic educators. this significant source assists academics in translating study findings into their lecture room perform through conveying distinctive information regarding how scholars advance fraction understandings in addition to universal pupil misconceptions, blunders, preconceptions, and partial understandings which may intrude with scholars learning.? utilizing large annotated samples of scholar paintings, in addition to vignettes attribute of school room lecturers’ reviews, this e-book equips educators with wisdom and instruments to bare scholars’ pondering in order to alter their educating to enhance scholar studying of fractions concepts.? specified positive factors: finish of bankruptcy Questions offer lecturers the chance to investigate scholar pondering and think about educational ideas for his or her personal scholars. tutorial hyperlinks support lecturers relate recommendations from the bankruptcy to their very own guidelines and courses. titanic principles and examine experiences body the chapters and supply a platform for significant exploration of the educating of fractions. solution Key published on-line deals vast causes 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 thoughts and what lecturers want to know to make powerful tutorial judgements.
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Extra resources for A Focus on Fractions: Bringing Research to the Classroom
5) have a focus on reasoning with fractions as single quantities when operating with fractions, not just a focus on procedures? ) (6) provide the opportunity for students, even in the early grades, to ﬁnd the fractional parts of a whole where the number of parts in the whole is a factor or multiple of the denominator? Yes/no Inappropriate Use of Whole Number Reasoning • 39 Based on the analysis above, what gaps in your instruction or mathematics program did you identify? How might you address these gaps?
Never Occasionally Throughout Use student drawn models to solve problems Never Never Never Use models to help develop concepts or generalize ideas? Never Occasionally Throughout Are there adjustments that I need to make to my instruction to assure that students experience a variety of models? If yes, describe. 26 • Modeling and Developing Understanding of Fractions Are there adjustments that I need to make to my instruction to assure that students experience a variety of models? Describe. Research Review—Modeling and Developing Understanding of Fractions Researchers warn about using models in a “rote” way, not tied to the mathematical ideas that are embodied in the model (Clements, 1999).
Teachers came to recognize a situation in which they may have been inadvertently reinforcing inappropriate whole number reasoning by only providing opportunities for students to solve part-to-whole relationship problems in which the fraction of the problem has a denominator which equals the number of objects in the whole (in a set model), or the number of equal sized parts in the whole, as in the case of an area model (VMP OGAP, personal communication, 2005). 4 percent 137 308 in the pre-assessment (VMP OGAP (2005).