Teaching Fractions. Educational Practices Series-22

Autor/inn/en	Fazio, Lisa; Siegler, Robert
Institution	International Bureau of Education (IBE) (Switzerland); International Academy of Education (Belguim)
Titel	Teaching Fractions. Educational Practices Series-22
Quelle	(2011), (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Class Activities; Learning Activities; Teaching Methods; Numbers; Misconceptions; Educational Practices; Mathematical Applications; Mathematical Concepts; Mathematics Activities; Mathematics Education; Number Concepts; Number Systems; Computation; Arithmetic; Problem Based Learning; Thinking Skills; Knowledge Base for Teaching; International Education; United States + Suchen Sie Ihr Suchwort? Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Zahlenraum; Missverständnis; Bildungspraxis; Angewandte Mathematik; Innermathematische Anwendung; Mathematische Bildung; Number concept; Zahlbegriff; Number system; Zahlensystem; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problem-based learning; Problemorientiertes Lernen; Denkfähigkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Internationale Erziehung; USA
Abstract	Students around the world have difficulties in learning about fractions. In many countries, the average student never gains a conceptual knowledge of fractions. This research guide provides suggestions for teachers and administrators looking to improve fraction instruction in their classrooms or schools. The recommendations are based on a synthesis of published research evidence produced by the United States Department of Education's Institute for Education Sciences, "Developing effective fractions instruction: A practice guide". The recommendations include a variety of classroom activities and teaching strategies, but all are focused on improving students' conceptual understanding of fractions. The guide starts with ideas for introducing fraction concepts in kindergarten and early elementary school, and continues with activities and teaching strategies designed to help older students understand fraction magnitudes and computational procedures involving fractions. It then examines ways of helping students use fractions to solve rate, ratio and proportion problems. The final recommendation suggests methods to increase teacher's conceptual knowledge of fractions. Teachers with a firm conceptual knowledge of fractions, along with knowledge of students' common errors and misconceptions, are essential for improving students' learning about fractions. Throughout the guide, the authors use the term "fraction" to encompass all of the ways of expressing rational numbers, including decimals, percentages and negative fractions. (ERIC).
Anmerkungen	UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10