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 realizing of fraction ideas without difficulty obtainable and comprehensible to pre- and in-service okay- eight arithmetic educators. utilizing wide annotated samples of scholar paintings, in addition to vignettes attribute of school room academics' studies, this booklet equips educators with the information and instruments to bare scholars' pondering with the intention to adjust their educating and increase scholar studying of fraction thoughts. a spotlight on Fractions 2d version comprises sections on the. Read more...
summary: a spotlight on Fractions is a groundbreaking attempt to make the maths schooling examine on how scholars strengthen their figuring out of fraction ideas with ease obtainable and comprehensible to pre- and in-service okay- eight arithmetic educators. utilizing broad annotated samples of pupil paintings, in addition to vignettes attribute of school room lecturers' reviews, this booklet equips educators with the information and instruments to bare scholars' considering with the intention to regulate their instructing and increase scholar studying of fraction innovations. a spotlight on Fractions second variation comprises sections at the
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Extra resources for A focus on fractions: bringing research to the classroom
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.
The students were using their fraction circles in a rote manner to compare the fractions instead of using the visual models to internalize the mathematical ideas and develop multiple strategies. 29â•‡â•›Comparing two student solutions. Both students partitioned rectangles into nearly equal parts. However, the sizes of the wholes in Leslie’s model are not the same, leading to a wrong conclusion that 43 and 23 are equivalent. The sizes of the wholes in Keisha’s model are the same, leading to the correct conclusion that 43 > 23 .
22. Jayden solved the same problem as Samantha and Toni. However, Jayden’s model that includes the same size and same number of parts for each class 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. In his solution, he uses different-sized wholes when solving a problem in which the wholes should be the sameÂ€size. To analyze student work and consider instructional implications relative to the explicit or understood whole, complete questions 4 and 5 in LookingÂ€Back.