Unpacking Referent Units in Fraction Operations

Autor/inn/en	Philipp, Randolph A.; Hawthorne, Casey
Titel	Unpacking Referent Units in Fraction Operations
Quelle	In: Teaching Children Mathematics, 22 (2015) 4, S.240-247 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Mathematics Instruction; Teaching Methods; Mathematical Concepts; Secondary School Teachers; Algebra; Concept Formation; Elementary School Teachers; Common Core State Standards; Preservice Teachers; Elementary School Mathematics; Secondary School Mathematics; Multiplication; Relevance (Education); Addition; Subtraction + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Common core curriculum; Curriculum; Kerncurriculum; Elementare Mathematik; Schulmathematik; Multiplikation; Relevance; Relevanz; Subtraktion
Abstract	Although fraction operations are procedurally straightforward, they are complex, because they require learners to conceptualize different units and view quantities in multiple ways. Prospective secondary school teachers sometimes provide an algebraic explanation for inverting and multiplying when dividing fractions. That authors of this article put forth that this proof may leverage the elegance of algebraic symbolic manipulation, but it does not address the underlying relationships that are so important for learners striving to understand fractions. In this article, the authors walk the reader through a lesson that has been used with prospective elementary and secondary school teachers for the purpose of highlighting key fraction concepts and principles necessary for teachers to understand if they are to support students in becoming mathematically proficient (NRC 2001) in the manner reflected in the Common Core State Standards in Mathematics (CCSSM) (CCSSI 2010). (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01