By Marjorie M. Petit, Robert E. Laird, Edwin L. Marsden, Caroline B. Ebby
A spotlight on Fractions is a groundbreaking attempt to make the math schooling study on how scholars boost their knowing of fraction thoughts comfortably obtainable and comprehensible to pre- and in-service okay- eight arithmetic educators. utilizing vast annotated samples of scholar paintings, in addition to vignettes attribute of school room lecturers' reviews, this booklet equips educators with the data and instruments to bare scholars' pondering so they can regulate their instructing and increase pupil studying of fraction options. a spotlight on Fractions 2d variation contains sections on the. Read more...
summary: a spotlight on Fractions is a groundbreaking attempt to make the maths schooling study on how scholars advance their realizing of fraction innovations with no trouble available and comprehensible to pre- and in-service okay- eight arithmetic educators. utilizing large annotated samples of scholar paintings, in addition to vignettes attribute of school room academics' stories, this e-book equips educators with the data and instruments to bare scholars' pondering that allows you to regulate their educating and increase scholar studying of fraction suggestions. a spotlight on Fractions second version comprises sections at the
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Additional info for A focus on fractions: bringing research to the classroom
The entire rectangle is composed of 4 one-fourths. 9â•‡ Three-fourths represented as 3 one-fourths on a numberÂ€line. The CCSSM supports the development of understanding fractions as numbers at grade 3 by introducing fractions as quantities that are composed of unit fractions rather than focusing on part-whole relationships. 5 are Non-Fractional Strategies because there is no evidence of understanding fractions as quantities. Instruction, therefore, should focus on Transitional Strategies using number lines and unit fraction understanding to help move students from nonfractional reasoning to reasoning with fractions as quantities.
2010). Teachers in the OGAP studies also recognized that instruction might have unintentionally reinforced inappropriate whole number reasoning. 6). This observation made by teachers points out the importance of students having experience, even in the early grades, of physically partitioning sets of objects or areas in which the number of objects or parts in the whole is a multiple of the denominator. 7, students need to use fractional reasoning to reflect on the meaning of the numerator and denominator and the relationship between them in order to partition the set correctly.
Arranged in an array. Are the sizes of the objects in the set the same or different? All the objects are the same size and shape. What do equal parts mean? An equal count of apples. 1 Circle 3 of the apples. Once teachers understand the importance of using a variety of visual models with different perceptual features, they report that their instruction changes. For example, teachers in the OGAP Exploratory Study (OGAP, 2005) reported: • Using a greater variety of visual models in their instruction • Making explicit links between visual models • Providing more opportunities for students to use visual models to solve problems • An increase in the use of number lines.