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 advance their figuring out of fraction ideas without difficulty obtainable and comprehensible to pre- and in-service ok– eight arithmetic educators. this crucial source assists academics in translating examine findings into their lecture room perform by way of conveying designated information regarding how scholars strengthen fraction understandings in addition to universal scholar misconceptions, error, preconceptions, and partial understandings which can intrude with scholars learning.? utilizing large annotated samples of pupil paintings, in addition to vignettes attribute of lecture room lecturers’ reviews, this booklet equips educators with wisdom and instruments to bare scholars’ pondering for you to adjust their instructing to enhance scholar studying of fractions concepts.? distinct positive aspects: finish of bankruptcy Questions supply lecturers the chance to investigate pupil considering and examine educational options for his or her personal scholars. tutorial hyperlinks aid academics relate strategies from the bankruptcy to their very own directions and courses. colossal rules and learn studies body the chapters and supply a platform for significant exploration of the instructing of fractions. solution Key published on-line deals vast causes of in-chapter questions. a spotlight on Fractions bridges the distance among what arithmetic schooling researchers have chanced on in regards to the studying of fraction options and what lecturers want to know to make powerful educational judgements.
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Extra resources for A Focus on Fractions: Bringing Research to the Classroom
Pieces are designed to be fractional parts of other pieces. • Within a given problem any piece could be used as the whole or as the part. Like any strategy, the use of manipulatives as a sole strategy has its limitations. Manipulatives, like Cuisenaire rods, fraction strips, and pattern blocks, while valuable because the size aspect is so closely delineated, can be limiting. “They do not allow students the freedom to break down the unit into any number of divisions” (Lamon, 1999, p. 118). Choosing a Model for the Situation While it is important to use a variety of models, it is also important to recognize that some models can be used more eﬀectively in some situations than in others.
5 percent 31 39 of the students eﬀectively used one or more models to solve problems. ( ) ( ) A Case for Using Manipulatives Up to this point the discussion has focused on pictorial models and sets of objects. , cited in Clements, 1999). 16 • Modeling and Developing Understanding of Fractions However, researchers have found that using manipulatives does not guarantee success (Baroody, cited in Clements, 1999; Fennema, cited in Clements, 1999), nor “are manipulatives suﬃcient to guarantee meaningful learning” (Clements, 1999, p.
The student work in the pre-assessment provided teachers with compelling evidence that their students were using inappropriate whole number reasoning as they solved fraction problems. What was not so clear was whether the inappropriate whole number reasoning was an artifact of the introductory instruction on fractions or was based on preconceptions carried over by the students from their study of whole numbers. In either case, these teachers now had critical information to use as they prepared and implemented their fraction unit.